library 

manu^IL1  ‘mT 

FOR  COUNTY 
INSTITUTES 


STATE  OF 
NEW  MEXICO 
1916 


PUBLISHED  BY  THE 

STATE  BOARD  OF  EDUCATION 


Digitized  by  the  Internet  Archive 
in  2017  with  funding  from 

University  of  Illinois  Urbana-Champaign  Alternates 


https://archive.org/details/manualforcountyi00newm_0 


1916 


WlVOfsiTY  or  ILLINOIS  f  I8RARV 


MAR  A  ® 


MANUAL 

FOR 

COUNTY  INSTITUTES 


STATE  OF  NEW  MEXICO 


PUBLISHED  BY  THE 

STATE  BOARD  OF  EDUCATION 

SANTA  FE,  N.  M. 


NEW  MEXICAN  PRINTING  COMPANY 
SANTA  FE.  N.  M. 


Table  of  Contents 


PAGE 

Committee  on  Institute  Manual . . .  5 

Foreword  . . . . .. . . . .  6 

Reading — First  and  Second  Grades . .  7 

Third  Grade  . . . . . . .  16 

Penmanship  . . . . . . .  31 

Orthography . . - . . . . . .  37 

Grammar  and  Composition — 

First  and  Second  Grades .  51 

Third  Grade  . . . 61 

Geography  . 71 

Arithmetic — First  and  Second  Grades . ... .  87 

Third  Grade  . 88 

Physiology  . . . . . - . .  94 

History  of  the  United  States . 103 

United  States  Civics . 108 

Civics  and  History  of  Hew  Mexico . 215 

School  Management  . — . _ . . . . 113 

Pedagogy . 129 

Psychology . _ . ...., . . 134 

Music . 144 

Algebra  . 151 

Botany  . . . 156 

Industrial  Branches  . . . : . . . 162 

Agriculture  . ' . . . . „ . 164 

Boys’  and  Girls’  Club  Work . 169 

Manual  Training  . 172 

Domestic  Science  . . . - . 176 

Domestic  Art  . . . . . . 184 

Suggestions  to  Institute  Workers . _ . _ . . 191 

Certification  of  Teachers . — . . . 195 

Reading  Circle  Requirements . 202 

Examinations,  Rules  for  Conducting . . . 204 

Adopted  Text  Books . 209 


COMMITTEE  ON  INSTITUTE  MANUAL 


PRESIDENT  E.  L.  ENLOE, 

New  Mexico  Normal  School,  Silver  City,  Chairman. 

HONORABLE  ALVAN  N.  WHITE, 

State  Superintendent  of  Public  Instruction,  Santa '  Fe,  N.  M- 

SUPERINTENDENT  C.  C.  HILL, 

County  Superintendent  of  Schools,  Chaves  County, 
Roswell,  N.  M. 

SUPERINTENDENT  J.  L.  G.  SWINNEY, 

County  Superintendent  of  Schools,  San  Juan  County, 
Aztec,  N.  M. 


FOREWORD 


HIS  issue  of  the  Manual,  I  consider  an  improvement  even 


upon  the  excellent  one  of  1913-14.  Its  merit  is  due  to 
the  committee  of  the  state  board  of  education  which  had  the 
preparation  in  charge  and  chiefly  to  the  chairman  of  the  com¬ 
mittee,  President  E.  L.  Enloe,  of  the  New  Mexico  Normal  School, 
Silver  City.  Our  appreciation  is  due  the  many  educators  of  the 
state  who  have  given  their  time  and  their  thought  to  the  prepara¬ 
tion  of  the  several  outlines. 

If  any  applicants  desire  to  take  examination '  in  other  op¬ 
tional  branches  than  Algebra  or  Botany,  the  following  texts  are 
recommended:  Linville  and  Kelly’s  Text  Book  in  General  Zo¬ 
ology,  Ginn  &  Co.;  Montgomery’s  Modern  Bookkeeping  and  Busi¬ 
ness  Practice,  Chas.  E.  Merrill  Co-;  Carhart  and  Chute’s  Physics, 
Allyn  &  Bacon. 

A  change  will  be  noted  in  the  arrangement  of  material,  all 
of  the  miscellaneous  information  and  suggestions  having  been 
placed  at  the  back  of  the  book  instead  of  at  the  front.  It  will  be 
found  also  that  the  outlines  in  the  various  subjects  are  placed  in 
the  usual  order  of  subjects  as  they  occur  on  certificates,  blanks, 
etc.,  issued  by  the  department  of  education. 


Very  truly  yours, 

ALVAN  N.  WHITE, 
State  Superintendent  of  Public  Instruction. 


May  1,  1916. 


READING 


FIRST  AND  SECOND  GRADES. 

Prepared  by  Supt.  W.  0.  Hall ,  Boswell ,  Neiv  Mexico. 

(Note:  See  also  “Phonetic  Method  of  Teaching  Beading,” 
page  28. 

In  making  the  following  outline  in  reading,  especially  the 
work  relating  to  primary  grades,  I  am  much  indebted  to  Miss 
Dorothy  K.  Russell  for  many  helpful  suggestions.  It  is  the  in¬ 
tent  in  this  outline  to  emphasize  those  principles  which  seem  to 
be  the  most  essential  in  teaching  reading.  My  only  regret  is  that 
in  so  few  lessons  is  there  sufficient  time  to  drill  on  some  of 
the  first  principles  in  reading  so  that  their  importance  may  be 
firmly  impressed  upon  those  expecting  to  teach. 

The  following  references  have  been  consulted  in  the  making 
of  this  outline,  and  are  arranged  in  the  order  of  their  usefulness 
to  the  teachers  of  reading: 

Briggs,  Thomas  H-,  and  Coffman,  Lotus  D.,  “Reading  in  the 
Public  Schools” — Row,  Peterson  &  Co.,  Chicago. 

Arnold,  Sarah  Louise,  “Reading,  How  to  Teach  It” — Silver 
Burdette  &  Co.,  Chicago. 

Patzer,  Conrad  E.,  “Modern  Methods  of  Teaching  Language, 
Reading  and  Spelling” — H.  M.  Dixon  &  Co.,  Chicago. 

Sawyer,  Nettie  Alice,  “Five  Messages  to  Teachers  of  Primary 
Reading” — Rand  McNally  &  Co.,  Chicago. 

Haliburton,  Margaret,  and  Smith,  Agnes  G.,  “Teaching  Poet¬ 
ry  in  the  Grades” — Houghton,  Mifflin  &  Co.,  Chicago. 

Laing,  Mary  E.,  “Reading,  a  Manual  for  Teachers” — D.  C. 
Heath  &  Co.,  Chicago. 

Clark,  S.  H.,  “How  to  Teach  Reading  in  the  Public  Schools” 
— Scott,  Eoresman  &  Co.,  Chicago. 

O’Shea,  Michael  Vincent,  “Everyday  Problems  in  Teaching” 
— Bobbs,  Merrill  &  Co.,  Indianapolis. 

Many  suggestions  were  also  secured  from  the  Manual  for 
County  Institutes  for  New  Mexico,  1913-1914. 

It  is  not  necessary  that  each  teacher  have  all  these  books. 
Every  teacher  to  do  good  Institute  work  should  have  the  book 
written  by  Thomas  H.  Briggs  and  Lotus  D.  Coffman  and  Sear- 


8 


COURSE  OF  STUDY 


son  &  Martin’s  Sixth  Reader.  These  books  should  be  procured 
and  studied  before  coming  to  the  Institute.  Where  possible,  teach¬ 
ers  will  find  it  to  their  advantage  to  secure  other  books  and  read 
them. 


LESSON  I. 

AIMS  AND  METHODS  IN  READING. 

Reading  is  the  most  important  study  with  which  the!  pupil 
has  to  deal  in  the  first,  and  even  in  the  later  years  of  his  school 
life.  Laing,  in  her  Manual  for  Teachers,  says:  “When  one  has 
learned  to  read  and  has  acquired  a  discriminating  taste  in  read¬ 
ing  he  is  in  possession  of  the  most  important  feature  in  education 
that  the  school  can  possibly  give.  Wanting  this  power  he  is  in 
no  sense  educated  though  he  be  a  post-graduate  student  at  one  of 
the  first  universities.”  The  mastery  of  reading  puts  all  literature 
within  his  reach  and  if  the  pupil  has  mastered  the  art  of  reading 
he  passes  from  the  dependent  to  the  independent  stage  in  his 
education.  It  is  therefore  of  vital  importance  that  the  teacher 
be  skilled  in  reading  methods  that  will  enable  the  pupil  to  learn 
rapidly  and  with  the  least  expenditure  of  nervous  energy. 

There  are  four  things  to  keep  in  mind  in  teaching  beginners 
to  read, — 

1.  To  select  words  familiar  to  the  child’s  speaking  vocabu¬ 
lary  that  will  excite  interest  and  stimulate  free  action  and  ex¬ 
pression. 

2.  To  so  arrange  the  words  that  they  can  be  'readily  used 
for  script  reproduction. 

3.  To  establish  a  vocabulary  that  will  make  the  child  inde¬ 
pendent  of  the  mechanics  of  reading  and  correct  in  thought  inter¬ 
pretation. 

4.  To  give  the  child  the  power  to  master  new  words. 

There  are  several  methods  used  to  teach  beginners  to  read, 
viz. — 

1.  The  Alphabet  method. 

2.  The  Word  method. 

3.  The  Sentence  method. 

4.  The  Phonic  method. 

5.  The  Eclectic  method. 

1.  Describe  each  of  these  methods.  •  n , 


COURSE  OF  STUDY 


9 


2.  Why  is  the  eclectic  method  the  best?  Describe  and  il¬ 
lustrate  it  fully.  Use  the  first  lessons  in  Riverside  Primer  to  il¬ 
lustrate  this  method. 

3.  Why  can  the  phonic  method  when  considered  by  itself 
scarcely  be  called, a  method  of  teaching  reading? 

4.  Is  it  necessary  that  the  pupil  know  the  alphabet  in  regu¬ 
lar  order?  Why?  When  and  how  would  you  teach  the  letters? 

5.  Make  a  list  of  words  from  the  Riverside  Primer  which 
you  would  teach  the  beginning  pupils  during  the  first  few  weeks? 
How  would  you  introduce  these  ? 

LESSON  II. 

PHONIC  AND  WORD  DRILL. 

1.  Phonics  and  word  drill  should  be  carried  along  with  the 
reading  for  the  first  three  years  and  in  many  cases  longer.  Why? 
This  work  should  have  a  separate  period  on  the  program  and  not 
be  put  with  the  regular  reading  lesson.  Why?  It  is  of  the  ut¬ 
most  importance  that  phonic  work  and  word  drill  should  be  car¬ 
ried  on  CAREFULLY,  DILIGENTLY  AND  SLOWLY.  Dis¬ 
cuss  why  one  should  proceed  slowly  in  taking  up  new  sounds. 

2.  The  first  lessons  in  phonics  should  consist  of  ear  training. 
Why  is  this  true?  How  would  you  proceed  in  this?  Discuss  in 
full. 

3.  How  may  stories  such  as  the  one  of  the  cow  in  which  M 
represents  the  low  of  the  cow  be  used  in  fixing  phonic  sounds  in 
the  child’s  mind?  What  use  can  be  made  of  phonic  cards  in 
teaching  phonics?  Where  can  these  be  obtained?  How  can  these 
be  made  by  the  teacher? 

4.  What  is  a  phonogram?  What  is  a  blend  drill?  How 
are  phonograms  used?  Show  how  a  blend  drill  may  be  directed. 
Show  how  you  would  teach  pupils  to  attack  new  words  that  come 
in  the  regular  reading  lesson. 

5.  Word  drills.  Words  may  be  divided  into  two  classes,  the 
purely  phonetic  and  the  unphonetic  or  sight  words.  Make  a  list 
of  a  dozen  of  each  class.  In  your  advance  work,  especially  in  the 
primary  grades,  in  a  word  drill,  how  would  you  attack  new  words? 
that  are  phonetic?  How  would  you  attack  the  unphonetic  words? 

6.  How  may  you  make  word  cards?  What  is  the  value  of 
having  word  cards  on  hand?  Would  you  continue  these  beyond 
the  first  year?  Show  which  words  in  the  first  15  pages  of  the 
Riverside  Primer  are  sight  words. 


10 


COURSE  OF  STUDY 


7.  It  is  very  important  that  the  pupils  should  receive  a  great 
deal  of  word  drill.  Why?  Have  each  teacher  give  one  device  for 
keeping  alive  interest  in  the  word  drill. 

Briggs  and  Coffman — 79-92. 

Arnold,  “Beading,  How  to  Teach  it” — 65-85. 

LESSON  III. 

ORAL  READING. 

1.  Bight  breathing,  clear  enunciation,  correct  articulation, 
right  pronunciation  and  using  agreeable  tones  are  habits  that  will 
aid  in  gocd  oral  reading. 

2.  Define  and  clearly  understand  each  of  the  above. 

3.  How  may  you  form  and  strengthen  the  habits  indicated 
above?  Have  the  teachers  go  thru  with  some  good  breathing  ex¬ 
ercises. 

4.  What  is  oral  reading?  What  is  the  aim  in  this  reading? 
Why  do  we  emphasize  oral  reading  in  schools  more  than  we  do 
silent  reading? 

5.  In  order  that  a  pupil  may  become  a  good  oral  reader  he 
must  acquire:  (1)  A  clear,  distinct  articulation.  (2)  Quick 
recognition  of  words  and  phrases.  (3)  Natural  expression.  (4) 
Forgetfulness  of  self.  What  effect  will  phonic  drill  have  on  1? 
Will  it  aid  1  to  find  out  the  peculiarities  of  your  pupils’  pronun¬ 
ciation,  as  leaving  off  the  g  in  ing?  How  can  you  help  the  chil¬ 
dren  to  overcome  defects  in  their  pronunciation?  How  will  you 
go  at  it  to  have  your  pupils  acquire  2  ?  How  may  you  help  to  get 
natural  expression  in  the  first  grade?  In  the  upper  grades?  How 
may  you  aid  the  pupils  to  overcome  lack  of  self  confidence? 

6.  Discuss  criticism  of  pupils’  reading. 

7.  Discuss  the  advantage  of  having  pupils  read  from  the 
front  of  the  room  to  the  class.  What  is  the  advantage  of  having 
pupils  close  their  books  and  listen  to  one  of  their  number  read? 
What  are  some  of  the  disadvantages  of  each  of  these? 

8.  Discuss  the  proper  position  in  reading. 

9.  Should  a  teacher  read  to  her  pupils  in  order  to  have  them 
read  well  orally?  Discuss. 


Briggs  and  Coffman — 149-172. 
Arnold— 117-137. 


COURSE  OF  STUDY 


11 


LESSON  IV. 

ORAL  READING,  CONTINUED. 

1.  What  do  you  mean  by  proper  phrasing  in  reading?  The 
conductor  may  pick  out  a  lesson  in  Searson  and  Martin’s  Sixth 
Eeader  and  ask  Institute  to  show  what  they  mean?  What  is  its 
place  in  good  oral  reading? 

2.  Discuss  “Punctuation  marks,  and  especially  the  comma, 
are  not  safe  guides  in  expressive,  reading.” 

3.  Discuss  the  effect  of  rapidity  of  reading  upon  expression 
and  how  it  may  be  remedied. 

4.  The  teaching  of  oral  reading  “can  greatly  be  accelerated 
by  recognizing  the  imitative  faculty  of  children.  Discuss.  Should 
the  teacher  insist  upon  the  pupil  rendering  the  selection  just  as 
she  rendered  it?  Is  this  a  good  statement  to  hear  in  the  school¬ 
room,  “Let  me  hear  how  that  seems  to  you,  J ohn,  etc”  ?  Why  ? 

5.  Discuss  the  value  of  the  old  type  of  Friday  afternoon 
exercises  in  reading,  reciting  and  declaiming. 

6.  Discuss,  “When  a  selection  has  been  worked  over  in  school 
and  the  pupils  thoroly  imbued  with  the  spirit  of  it,  they  should 
be  urged  to  read  it  orally  at  home.” 

7.  It  is  a  good  plan  for  the  teacher  to  encourage  and  assist 
the  pupils  to  prepare  and  present  something  which  is  new  to  the 
class.  Why  ? 

8.  What  is  the  value  of  frequent  reading  of  good  selections 
that  have  been  already  studied? 

9.  What  is  meant  by  dramatic  reading?  Why  is  dramatiza¬ 
tion  a  valuable  exercise  in  teaching  reading  in  primary  grades? 
In  the  upper  grades? 

10.  Let  the  members  of  the  Institute  dramatize  some  story 
suitable  for  Second  Grade  work. 

11.  Seat  work  for  the  Primary  Grade  in  reading.  Discuss 
and  criticise  the  following: — 

1.  Copying  words. 

2.  Word  building. 

3.  Sentence  building. 

4.  Arranging  words  alphabetically. 

5.  Copying  words  from  the  board  or  from  the  reader. 

6.  Drawing  pictures  suggested  by  reading  lesson. 

7.  Paper  cutting  and  folding  to  illustrate  the  les°on. 

8.  Making  lists  of  words  containing  the  same  sound. 


12 


COURSE  OF  STUDY 


9.  Suggest  other  work  for  busy  work  at  the  seats  which 
has  a  direct  bearing  on  reading. 

12.  If  time  permits,  read  lesson,  page  155-163,  Searson  and 
Martin’s  Sixth  Reader,  A  Legend  of  Breguez  ” 

LESSON  y. 

LITERATURE. 

1.  What  is  one  salient  quality  of  good  literature? 

2.  What  does  good  literature  do  for  a  child  ? 

3.  Discuss,  “The  love  of  good  literature  is  from  every  point 
of  view,  the  most  valuable  equipment  with  which  the  school  can 
send  its  boys  and  girls  into  the  world.” — Pres.  Wm.  DeWitt  Hyde. 

4.  What  is  meant  by  pleasure  reading?  or  reading  for 
pleasure?  When  should  this  reading  be  done?  How  can  the 
teacher  direct  this?  What  is  its  importance? 

5.  What  should  be  the  teacher’s  attitude  toward  this  read¬ 
ing  outside  of  school  hours? 

6.  How  may  you  teach  pupils  to  discriminate  between  good 
and  poor  literature?  Can  you  do  this  by  giving  them  a  lecture  on 
good  literature  ? 

7.  Pupils  should  be  ,  encouraged  to  bring  newspaper  clip¬ 
pings,  magazine  articles  and  short  stories  to  class  to  read  to  the 
other  pupils.  What  advantage  is  there  in  this?  What  danger? 
How  may  the  evils  be  overcome?  Suggest  methods  of  controlling 
and  managing  this. 

8.  What  is  the  place  of  the  teacher’s  reading  to  the  pupils 
in  the  teaching  of  literature? 

9.  Suggest  means  whereby  a  library  may  be  started  in  a 
school. 

10.  Make  out  a  list  of  five  books  suitable  for  children  of 
each  grade  to  read  outside  of  school. 

11.  What  is  the  basis  of  appreciation  of  good  literature? 

Briggs  and  Coffman— pp.  187-188,  190-191,  229-ff,  318-328. 

Arnold — 25-43. 

LESSON  VI. 

SILENT  READING. 

1.  Why  do  people  in  ordinary  life  read?  What  per  cent  of 


COURSE  OF  STUDY 


13 


the  time  is  spent  in  reading  orally?  Is  it  important  to  learn  to 
read  silently  as  well  as  orally  ? 

2.  Name  the  bad  habits  in  silent  reading.  Discuss  and  de¬ 
velop  the  remedies. 

3.  Discuss  the  advisability  of  asking  a  whole  grade  to  read 
silently  a  paragraph,  a  page  or  unit  of  thought  and  when  through 
to  close  their  books  and  discuss  the  content. 

4.  Show  how  this  method  might  be  used  in  teaching  lesson, 
page  34  in  Searson  and  Martin’s  Sixth  Reader. 

5.  Discuss  methods  of  getting  silent  reading  done  outside 
of  class.  How  may  you  be  sure  that  they  have  gotten  something 
out  of  this  reading?  What  danger  is  there  in  inquiring  too  close¬ 
ly  into  what  has  been  gained  from  reading  a  book  outside  of  class? 

6.  Why  do  people  emphasize  oral  reading  in  the  school 
rather  than  silent  reading? 

7.  In  what  other  classes  can  you  get  silent  reading  besides 
in  the  Reading  Class? 

8.  What  economy  is  there  in  silent  reading? 

Briggs  and  Coffman— 16,  62-69,  264-267,  55. 


LESSON  VII. 

USE  OF  DICTIONARY. 

1.  What  things  may  be  found  in  the  dictionary  that  would 
aid  in  reading? 

2.  When  should  children  be  asked  to  use  the  dictionary? 

3.  Should  children  be  allowed  to  use  the  dictionary  before 
the  fifth  grade  without  the  aid  of  the  teacher? 

4.  Discuss  this  statement:  “Never  tell  a  pupil  anything  he 
can  find  out  from  the  dictionary.” 

5.  Is  there  any  value  in  having  the  pupils  hunt  up  lists  of 

words  and  learn  their  meaning?  Why  is  it  better  to  have  them 
look  up  words  found  in  the  Reading  Lesson?  • 

6.  Is  it  a  good  procedure  to  have  the  pupils  use  a  word  they 
have  looked  up  in  a  sentence?  If  so,  why? 

Briggs  and  Coffman — 173-185. 

O’Shea’s  “Everyday  Problems  in  Teaching” — pp.  236-248. 

The  latter  reference  should  be  read  by  every  Institute  instruc¬ 
tor  and  by  as  many  teachers  as  possible.  All  teachers  should  pos¬ 
sess  and  be  familiar  with  Briggs  and  Coffman’s  “Reading  in  the 
Public  Schools.” 


14 


COURSE  OF  STUDY 


LESSON  VIII. 

MISCELLANEOUS. 

1.  What  is  meant  by  mechanics  of  reading? 

2.  What  is  meant  by  time,  force,  melody,  accent,  stress,  in¬ 
flection,  tone,  pitch,  and  quality?  Explain  and  illustrate  each  of 
these. 

3.  How  may  criticism  aid  in  reading?  How  injure? 

4.  The  place  of  questions  in  literature.  What  difference 
would  you  make  in  a  question  asked  a  fifth  grade  and  an  eighth 
grade  pupil? 

5.  What  kind  of  questions  may  be  asked  to  the  best  advan¬ 
tage  in  arousing  appreciation  of  literature? 

6.  What  use  may  be  made  of  synopses  in  reading? 

7.  Make  out  four  questions  yoh  would  ask  in  a  class  recita¬ 
tion  on  Searson  and  Martin’s  Sixth  Reader,  page  207. 

8.  How  should  the  questions  placed  after  each  selection  in 
Searson  and  Martin’s  Sixth  Reader  be  used?  Illustrate  by  les¬ 
son  on  page  207. 

9.  How  should  the  introductory  part  of  each  lesson  be  used? 

10.  Dramatics  in  the  upper  grades.  How  used?  Value  of? 

Briggs  and  Coffman — 270-272,  58,  234-238. 

LESSON  IX. 

ASSIGNMENT. 

1.  What  are  the  purposes  of  an  assignment? 

2.  What  are  the  elements  of  a  good  assignment? 

3.  How  may  one  test  the  value  of  an  assignment? 

4.  Discuss  this  statement  by  a  teacher:  “I  haven’t  time  for 
an  assignment,  except  to  say,  Take  the  next  lesson.’  I  have 
twenty-eigfit  classes  to  hear.” 

5.  What  are  the  advantages  of  an  assignment?  When  should 
the  assignment  be  made?  How  may  introductory  statements  and 
questions  in  Searson  and  Martin’s  aid  in  assignment? 

6.  I  am  firmly  of  the  opinion  that  the  assignment  is  just  as 
important  as  the  hearing  of  the  recitation,  and  a  teacher’s  success 
will,  in  a  large  measure,  depend  upon  her  ability  to  assign  a  les¬ 
son.  The  assignment  determines,  in  a  large  measure,  the  incen¬ 
tive  the  pupil  will  have  for  getting  the  next  day’s  lesson. 

7.  The  Institute  conductor  may  show  the  teacher  what  is 


COURSE  OF  STUDY 


15 


meant  by  a  good  assignment  by  taking  some  lesson  and  making 
an  assignment  to  the  class.  Take,  for  example,  Lincoln’s  “Gettys¬ 
burg  Address/’  The  assignment  may  be  made  according  to  this 
outline: — 1.  Brief  sketch  of  conditions  at  this  time.  2.  Map 
showing  locations.  3.  Reasons  for  dedication.  4.  Words  and 
phrases  which  they  should  think  of  and  explain.  5.  One  or  two 
questions  which  they  should  try  to  answer  from  their  reading. 

Briggs  and  Coffman — 276  to  288. 

LESSON  X. 

POETRY  AND  PICTURES  IN  READING. 

1.  Discuss  the  teaching  of  poetry  under  this  general  method: 

a.  Preparation. 

b.  The  Whole. 

c.  The  Parts. 

d.  The  New  Whole. 

2.  Apply  this  method  by  showing  how  you  would  teach  “In 

School  Days,”  Searson  and  Martin’s  Sixth  Reader,  page  100. 

3.  Before  a  teacher  begins  to  teach  a  piece  of  poetry  to  be 
memorized  by  the  children  she  should  first  memorize  it  herself. 
Why?  Why  memorize  literature? 

4.  Pictures  in  Reading. 

a.  Discuss. 

1.  Mental  pictures  in  reading. 

2.  Use  of  pictures  in  primary  reading. 

3.  Look  through  the  present  series  of  Reading 
Books  and  criticise  the  pictures  used.  This 
may  be  favorable  or  unfavorable. 

4.  Pupils  illustrating  the  text. 

5.  Mention  poems  suitable  to  each  grade  in  the  school. 

6.  Have  teacher  prepare  and  assign  lesson  on  page  121  in 
Searson  and  Martin’s  Sixth  Reader. 

Briggs  and  Coffman — 111-139. 

Haliburton  and  Smith,  “Teaching  of  Poetry  in  the  Grades” — 
1-18,  69-74. 


READING 


THIRD  GRADE. 

Prepared  by  Supt.  W.  0.  Hall ,  Roswell,  New  Mexico. 

(Note:  See  “Phonetic  Method  of  Teaching  Heading.”  p.  28.) 

In  makirg  the  following  outline  in  reading,  especially  work 
relating  to  the  primary  grades,  T  am  much  indebted  to  Miss  Doro^ 
thy  K.  Russell  for  many  helpful  suggestions.  It  is  the  intent  in 
this  outline  to  emphasize  those  principles  which  seem  to  be  most 
essential  in  teaching  reading.  My  only  regret  is,  that  in  so  few 
lessons,  is  there  sufficient  time  to  drill  on  some  of  the  first  princi¬ 
ples  in  reading  so  that  their  importance  may  be  firmly  impressed 
upon  those  expecting  to  teach. 

The  following  references  have  been  consulted  in  the  making 
of  this  outline,  and  are  arranged  in  the  order  of  their  usefulness 
to  the  teachers  of  reading: 

Briggs,  Thomas  H.,  and  Coffman,  Lotus  D.,  “Reading  in  the 
Public  Schools” — Row,  Peterson  &  Co.,  Chicago,  Ill. 

Arnold,  Sarah  Louise,  “Reading,  How  to  Teach  It” — Silver 
Burdette  &  Co.,  Chicago,  Ill. 

Patzer,  Conrad  E.,  “Modern  Methods  of  Teaching  Language, 
Reading  and  Spelling” — H.  M.  Dixon  &  Co.,  Chicago.  Ill. 

Sawyer,  Nettie  Alice,  “Five  Messages  to  Teachers  of  Primary 
Reading” — Rand,  McNally  &  Co.,  Chicago.  Ill. 

Plaliburton,  Margaret,  and  Smith,  Agnes  G.,  “Teaching  Po¬ 
etry  in  the  Grades” — Houghton,  Mifflin  &  Co.,  Chicago,  Ill. 

Lang,  Mary  E.,  “Reading,  A  Manual  for  Teachers” — D.  C. 
Heath  &  Co.,  Chicago,  Ill. 

Clark,  S.  PI.,  “How  to  Teach  Reading  in  the  Public  Schools” 
— Scott.  Eoresman  &  Co.,  Chicago,  Ill. 

O'Shea,  Michael  Vincent,  “Everyday  Problems  in  Teaching” 
— Bobbs  Merrill  &  Co.,  Indianapolis. 

Many  suggestions  were  also  secured  from  the  Manual  for 
County  Institutes  for  New  Mexico,  1913-1914. 

It  is  not  necessary  that  each  teacher  have  all  of  these  books. 
Every  teacher,  to  do  good  Institute  work,  should  have  the  book 
written  by  Thomas  H.  Briggs  and  Lotus  D.  Coffman,  and  Sear- 
son  and  Martin’s  Sixth  Reader.  These  books  should  be  procured 
and  studied  before  coming  to  the  Institute.  Where  possible,  teach¬ 
ers  will  find  it  to  their  advantage  to  secure  other  books  and  read 
them. 


COURSE  OF  STUDY 


17 


LESSON"  I. 

THE  CHILD'S  PREPARATION  WHEN  HE  COMES  TO  SCHOOL. 

1.  Upon  what  does  the  child’s  mental  equipment  for  school 
depend  ? 

2.  The  best  authorities  estimate  that  a  child  of  six  years  is 
able  to  use  from  six  to  eight  hundred  words  when  he  comes  to 
school.  This  is  his  speaking  vocabulary.  His  hearing  vocabu¬ 
lary  is  from  two  to  four  thousand  words — that  is,  he  is  able  to 
understand  these  when  he  hears  them. 

3.  What  were  the  processes  by  which  “the  hearing  and  speak¬ 
ing  vocabularies  were  obtained”  ?  Can  you  use  these  in  your  school 
room  ? 

4.  The  reading  should  be  based  on  the  experiences  of  the 
child.  How  can  you  find  out  what  these  experiences  are?  How 
may  his  reading  be  based  upon  these  experiences?  How  would 
it  do  to  start  with  the  industries  of  the  child’s  parents,  or  his.  pets  ? 

5.  How  is  it  possible  to  base  the  reading  on  the  child’s  ex¬ 
periences  and  at  the  same  time  prepare  him  to  do  the  reading 
found  in  the  primer? 

6.  The  first  six  or  eight  weeks  with  children  who  are  be¬ 
ginning  to  learn  to  read  should  be  spent  in  teaching  them  from 
the  blackboard  and  the  work  should,  as  far  as  possible,  be  con¬ 
nected  up  with  the  child’s  experiences  and  at  the  same  time  should 
he  a  basis  for  the  reading  from  the  book.  Should  this  work  be 
put  on  the  board  in  print  or  script  ?  How  should  the  change  from 
one  to  the  other  be  made? 

7.  Criticise  the  present  primer  in  regard  to  whether  the  sub¬ 
ject  matter  is  related  to  the  average  child’s  experience. 

8.  Hew  words  should  not  be  introduced  too  rapidly  and  the 
old  ones  should  he  frequently  repeated  by  word  drill  and  by  read¬ 
ing  them  in  sentences.  How  may  this  be  done? 

LESSON"  II. 

IMPORTANCE,  AIMS  AND  METHODS  IN  READING. 

1.  Reading  is  the  most  important  study  with  which  the  pupil 
has  to  deal  in  the  first,  and  even  later  years  of  his  life.  Laing,  in 
her  “Reading,  A  Manual  for  Teachers,”  says:  “When  one  has 
learned  to  read  and  has  acquired  a  discriminating  taste  in  reading, 
he  is  in  possession  of  the  most  important  feature  in  education  that 
a  school  can  possibly  give.  Wanting  this  power  to  read  he  is  in 


18 


COURSE  OF  STUDY 


no  sense  educated  though  he  be  a  post-graduate  student  at  one  of 
our  first  universities.”  The  mastery  of  reading  puts  all  literature 
within  his  reach  and  if  the  pupil  has  mastered  the  art  of  reading 
he  passes  from  the  dependent  to  the  independent  stage  of  learning. 
It  is  of  vital  importance,  therefore,  that  the  teacher  be  skilled  in 
methods  that  will  enable  the  pupil  to  learn  rapidly  and  with  the 
least  expenditure  of  nervous  energy. 

2.  The  purposes  in  reading  are  three-fold — 

“To  help  children  in  acquiring  power  to  get  thought 
from  the  printed  page,  to  the  end  that  they  may  draw  on 
the  wisdom  of  the  ages  as  stored  in  books.” 

“To  help  the  children  form  the  habit  of  reading  good 
literature.” 

“To  help  children  acquire  power  to  render  thought, 
feeling  and  emotion  in  an  expressive  way.” — Patzer,  “Mod¬ 
ern  Methods'’ 

3.  There  are  four  things  to  be  kept  in  mind  in  teaching  be¬ 
ginners  to  read: — 

a.  To  select  words  familiar  to  the  child’s  speaking  vo¬ 
cabulary  which  will  excite  interest  and  stimulate  free 
action  and  expression. 

b.  To  so  arrange  words  that  they  can  be  readily  used  for 
script  reproduction. 

c.  To  establish  a  vocabulary  that  will  make  the  child 
independent  in  the  mechanics  of  reading  and  correct 
thought  interpretation. 

d.  To  give  the  child  the  power  to  master  new  words. 

4.  There  are  several  methods  that  can  be  used  to  teach  be¬ 
ginners  to  read,  viz : — 

a.  The  alphabet  method. 

b.  The  word  method. 

c.  The  sentence  method. 

d.  The  phonic  method. 

e.  The  eclectic  or  combination  method. 

5.  Describe  each  of  these  methods.  Why  is  the  alphabet 
method  the  poorest?  Why  do  you  consider  the  eclectic  method  the 
best? 

6.  Discuss  and  describe  the  best  method  in  detail. 

7.  Why  can  not  the  phonic  method,  when  taken  alone,  be 
considered  a  method  in  reading? 

Briggs  and  Coffman — pp.  40-47. 


COURSE  OF  STUDY 


19 


LESSON  III. 

METHODS  IN  READING. 

1.  Is  it  necessary  that  the  pupils  know  the  alphabet  in  the 
regular  order?  Why?  When  should  the  alphabet  be  taught  and 
how? 

2.  Make  a  list  of  words,  from  the  Riverside  Primer,  that 
you  would  teach  the  pupil  during  the  first  few  weeks.  How  would 
you  introduce  these?  Would  the  list  vary  in  different  localities? 
Give  reasons  for  your  answer. 

3.  The  Institute  Conductor  will  have  the  teachers  show  how 
they  would  teach  the  lesson  on  page  5  of  the  Blodgett  Primer. 
What  work  would  the  children  have  to  do  before  they  tried  to 
read  this  lesson? 

4.  Review  fully  the  uses  to  be  made  of  the  blackboard  in 
the  first  weeks  in  teaching  beginners  to  read.  What  use  would 
you  make  of  the  primer  during  the  first  week  in  reading? 

5.  Explain  the  use  to  be  made  of  the  reading  chart.  In 
case  there  is  none  in  the  school  what  could  you  do? 

6.  What  do  you  mean  by  sight  words?  By  phonetic  words? 
Show  how  you  would  teach  each  of  these. 

Arnold — pp.  45-85. 


LESSON  IY. 

PHONICS  AND  WORD  DRILL. 

1.  Another  line  of  work  to  be  carried  on  during  the  first 
years  of  school  is  the  work  in  phonics  and  word  drill.  This  should 
have  a  special  period  of  its  own  on  the  program  and  not  be  con¬ 
fused  with  the  reading  proper.  It  is  one  of  the  utmost  importance 
and  should  be  carried  on  carefully,  diligently  and  slowly. 

The  first  lessons  in  phonics  should  consist  of  ear  training. 

The  first  sounds  may  be  given  by  means  of  stories,  as  the 
the  low  of  a  cow  represents  the  “M”  sound. 

Another  very  important  element  in  the  phonic  work  is  the 
blend  drill. 

Besides  the  drill  on  phonetic  words  there  is  the  drill  on  the 
purely  sight  words. 

2.  Why  should  phonics  be  introduced  in  the  first  grade?  At 
what  time  should  they  be  introduced  in  this  grade? 

3.  What  is  the  relation  of  phonics  to  reading  ?  Wh}r  should 


20 


COURSE  OF  STUDY 


it  have  a  separate  place  on  the  program?  How  may  yon  teach  a 
pupil  to  use  his  phonics  to  work  out  new  phonetic  words? 

4.  It  is  not  good  to  have  the  young  children  try  to  sound 
out  the  so-called  unphonetic  words,  as  tongue,  beautiful,  etc. 
Why  not? 

5.  How  would  you  go  about  getting  your  pupils  to  compare 
words?  Is  poor  hearing  sometimes  the  cause  of  indistinct  articu¬ 
lation  or  careless  pronunciation.  Why? 

6.  When  should  diacritical  marks  be  used? 

7.  Cards  should  be  made  and  kept  for  drill  on  the  sight 
words  and  upon  some  of  the  phonetic  words.  How  may  these 
cards  be  made?  Show  what  words  you  would  put  on  these  cards 
from  the  first  ten  pages  of  the  Eiverside  Primer.  Give  devices  for 
the  word  drill. 

Arnold — pp.  68-85. 


LESSON  V. 

PHONICS  AND  THE  USE  OE  THE  DICTIONARY. 

1.  What  do  you  mean  by  a  blend  drill?  Give  devices  for 
such  a  drill. 

2.  What  do  you  mean  by  ear  training  in  reading?  Show 
how  this  may  be  carried  on  in  the  class  room. 

3.  The  Dictionary.  When  should  the  use  of  the  Dictionary 
be  begun. 

4.  Explain  how  you  would  proceed  to  teach  the  children 
each  of  the  following  steps  in  dictionary  work,  and  give  the  diffi¬ 
culties  one  usually  encounters : — 

a.  Learning  the  alphabet. 

b.  Diacritical  markings. 

c.  Sounds  of  letters. 

d.  Accent. 

e.  Syllabication. 

f.  Meaning. 

5.  Is  there  any  value  in  having  pupils  hunt  up  lists  of  words 
and  learn  the  meaning?  Why  is  it  better  to  have  them  look  up 
words  found  in  the  reading  lesson  and  apply  their  definitions  to 
the  lesson  in  hand? 

Briggs  and  Coffman — pp.  173-185. 

O’Shea,  “Everyday  Problems  in  Teaching.” 

The  latter  reference  is  more  especially  meant  for  Institute 


COURSE  OF  STUDY 


Conductors,  but  it  will  prove  valuable  to  any  one  who  has  access 
to  the  book  to  read. 


LESSON  VI. 

HABITS  THAT  ARE  FACTORS  IN  GOOD  ORAL  READING. 

1.  Eight  breathing,  clear  enunciation,  correct  articulation, 
right  pronunciation,  and  using  agreeable  tones. 

2.  Define  and  clearly  understand  the  alcove. 

3.  IIow  may  you  form  and  strengthen  the  habits  indicated 
above  ? 

4.  What  part  will  imitation  play  in  securing  these  habits, 
and  especially  the  agreeableness  of  tone? 

5.  What  is  the  use  of  tongue  twisters,  as : 

“ Around  the  rock  the  ragged  rascal  ran”? 

“Six  slim,  sleek,  slick  saplings”? 

6.  What  are  some  of  the  common  faults  in  oral  reading? 
How  may  these  be  remedied? 

7.  Suggest  methods  of  getting  pupils  to  do  more  oral  read¬ 
ing  than  there  is  time  for  in  the  regular  recitation  period. 

8.  Discuss — In  the  lower  grade  you  might  ask  to  read  aloud 
at  home  the  lesson  read  in  class  during  the  day. 

9.  Discuss  the  advantage  of  having  pupils  read  from  the 
front  of  the  room  to  the  class.  What  is  the  advantage  of  having 
the  pupils  close  their  books  and  listen  to  one  of  their  classmates 
read? 

10.  Discuss  the  position  in  reading. 

Briggs  and  Coffman — pp.  149-172. 

LESSON  VII. 

ORAL  READING,  CONTINUED. 

1.  What  is  the  aim  of  oral  reading? 

2.  In  order  to  be  a  good  oral  reader  the  pupil  must  acquire 
1st — A  clear,  distinct  articulation;  2nd — Quick  recognition  of 
words  and  phrases;  3rd — Natural  expression,  which  may  be  ob 
tained  by  an  understanding  of  the  thought  and  feeling  expressed  by 
the  author;  4th — Forgetfulness  of  self. 

3.  Discuss  each  of  the  above. 

4.  How  may  you  aid  the  first  grade  to  get  natural  expres¬ 
sion?  The  other  grades? 


22 


COURSE  OF  STUDY 


5.  How  may  you  aid  the  pupil  in  the  first  grade  to  get  self 
confidence?  A  fifth  grade  pupil?  An  eighth  grade  pupil? 

6.  Read  lesson  on  page  155  of  Searson  and  Martin’s  Sixth 
Reader,  “A  Legend  of  Breguez ” 

Briggs  and  Coffman — 91-172. 

Arnold — pp.  117-137. 

LESSON”  VIII. 

DRAMATIZATION  AND  SEAT  WORK. 

1.  What  is  meant  by  dramatic  reading?  Show  how  drama¬ 
tization  is  a  valuable  exercise  in  teaching  pupils  in  all  grades  to 
read  well. 

2.  Dramatize  a  story  suitable  to  the  second  grade.  The 
fourth  grade.  The  seventh  grade. 

3.  Seat  work  in  reading.  Discuss,  criticise,  and  determine 
the  grade  in  which  these  can  be  used: — 

a.  Copying  words. 

b.  Word  building. 

c.  Sentence  building. 

d.  Arranging  words  alphabetically. 

e.  Copying  sentences  from  the  board  or  from  the  book. 

f.  Drawing  pictures  suggested  by  the  reading  lesson. 

g.  Paper  cutting  and  folding  to  illustrate  the  lesson. 

h.  Making  lists  of  words  containing  the  same  sounds. 

i.  Writing  synopses. 

j.  Making  out  questions  covering  the  points  in  the 
lesson. 

k.  Writing  explanations  to  certain  sentences  or 
phrases. 

l.  Suggest  other  work  for  seat  work. 

LESSON  IX. 

SILENT  READING. 

1.  Why  do  people  in  ordinary  life  read?  What  per  cent  of 
the  time  is  spent  reading  orally?  Is  it  important  to  learn  to  read 
silently  ? 

2.  Name  the  bad  habits  of  silent  reading.  Discuss  and  de¬ 
velop  remedies. 

3.  Discuss  the  advisability  of  asking  the  whole  class  to  read 


COURSE  OF  STUDY 


23 


silently  a  paragraph,  a  page,  or  unit  of  thought  and  when  through 
close  their  books  and  discuss  the  content. 

4.  Is  it  important  to  teach  pupils  to  get  the  thought  from  a 
printed  page  rapidly?  How  may  this  be  done? 

5.  Show  how  this  method  may  be  used  in  teaching  the  les¬ 
son  on  page  25  of  Searson  and  Martin’s  Sixth  Reader,  “The 
Whistler 


LESSON  X. 

SILENT  READING,  CONTINUED. 


1.  Discuss  methods  of  getting  silent  reading  done  outside 
of  the  class.  How  may  you  be  sure  that  the  pupil  has  gotten  some¬ 
thing  out  of  this  reading?  What  danger  is  there  in  inquiring  too 
closely  into  what  has  been  gained  from  reading  a  book  outside  of 
class  ? 

2.  Why  do  people  emphasize  oral  reading  in  school  more 
than  they  do  silent  reading? 

,  3.  In  what  other  class  can  you  get  silent  reading  besides  the 
reading  class?  How  may  you  feel  sure  that  it  is  well  done  and 
that  the  pupils  are  not  getting  habits  that  you  are  trying  to  break 
up  in  the  regular  reading  lesson? 

4.  Read  and  discuss  the  chapter  on  the  use  of  libraries  in 
Arnold’s  “Reading,  How  to  Teach  It.” 

Briggs  and  Coffman — pp.  62-69,  264-267,  and  55. 


LESSON  XI. 

LITERATURE. 

1.  What  is  one  salient  quality  of  literature? 

2.  What  does  good  literature  do  for  a  child  ? 

3.  Discuss — “The  love  of  good  literature  is,  from  every  point 
of  view,  the  most  valuable  equipment  with  which  the  school  can 
send  its  boys  and  girls  into  the  world.” — Pres.  Wm.  DeWitt  Hyde. 

4.  What  is  meant  by  pleasure  reading?  When  should  this 
reading  he  done?  How  can  the  teacher  direct  this?  What  is  its 
importance  ? 

5.  What  should  be  the  teacher’s  attitude  towards  reading 
outside  of  school  hours? 

6.  How  may  you  teach  children  to  discriminate  between 


24 


COURSE  OF  STUDY 


good  and  poor  literature?  Can  you  do  this  by  giving  a  lecture  on 
good  literature? 

7.  Pupils  should  be  encouraged  to  bring  newspaper  clip¬ 
pings,  magazine  articles  and  short  stories  to  class  to  read  to  the 
other  pupils.  What  advantage  is  there  in  this?  What  danger? 
How  may  the  evils  be  overcome  ?  How  may  this  work  be  managed  ? 

8.  What  is  the  place  of  the  teacher  reading  to  the  pupils  in 
the  teaching  of  literature? 

Briggs  and  Coffman— pp.  187-188,  190-191,  229  ff,  318-328. 

Arnold — pp.  25-43. 


LESSON  XII. 

1.  Make  a  list  of  books  suitable  for  reading  outside  of  class 
in  each  grade,  beginning  with  the  first. 

2.  Suggest  means  whereby  a  library  of  good  books  may  be 
secured  in  the  district  where  you  live. 

3.  Should  pupils  be  encouraged  to  start  a  library  of  their 
own?  How  would  you  go  about  this? 

4.  What  is  the  basis  of  appreciation  of  good  literature? 

5.  What  do  you  mean  by  supplementary  reading?  How 
should  this  be  conducted?  Would  you  have  a  word  drill  in  these 
lessons  ? 

6.  Show  how  you  would  treat  “The  Young  Witness  ”  on 
page  6  of  Searson  and  Martin’s  Sixth  Reader,  using  it  as  a  sup¬ 
plementary  reading  lesson. 

See  references  for  preceding  lesson. 

LESSON  XIII. 

ASSIGNMENTS. 

1.  What  are  the  purposes  of  the  assignment? 

2.  What  are  the  elements  of  a  good  assignment? 

3.  How  may  one  test  the  value  of  an  assignment? 

4.  Discuss  this  statement  made  by  a  teacher:  “I  have  not 
time  for  an  assignment,  except  to  say,  ‘take  the  next  lesson.’  I 
have  twenty-eight  classes  to  hear  each  day.” 

5.  What  are  the  advantages  of  the  assignment?  When 
should  the  assignment  be  made? 

6.  I  am  firmly  of  the  opinion  that  the  assignment  is  just  as 
important  as  the  hearing  of  the  recitation  and  a  teacher’s  success 


COURSE  OF  STUDY 


25 


will,  in  a  large  measure,  depend  upon  her  ability  to  assign  a  les¬ 
son.  The  assignment  determines,  in  a  large  measure,  the  incen¬ 
tive  the  pupil  will  have  for  getting  the  next  day’s  lesson. 

LESSON  XIY. 

1.  Have  the  teachers  prepare  and  show  what  they  mean  by 
an  assignment  by  taking  some  lesson  and  making  an  assignment 
for  the  class.  Take  for  an  example,  “Lincoln’s  Gettysburg  Ad¬ 
dress.”  The  assignment  may  be  made  according  to  the  following 
outline : — 

(1)  Brief  sketch  of  conditions  at  this  time,  either  from 
the  teacher  or  from  questions  to  the  pupils. 

(2)  Map  showing  locations. 

(3)  Occasion. 

(4)  Words  and  phrases  which  the  pupil  should  think  of 
and  explain. 

(5)  One  or  two  questions  to  which  the  pupils  will  try 
and  find  the  answer  by  reading  the  lesson.  These 
questions  will  give  direction  to  the  reading. 

2.  Show  how  the  questions  at  the  end  of  this  selection  may 
be  used.  What  are  some  of  the  disadvantages  and  dangers  of  these 
questions  ? 

3.  How  may  the  introductory  part  of  each  lesson  be  used? 

LESSON  XV. 

MISCELLANEOUS. 

% 

1.  What  is  meant  by  mechanics  in  reading? 

2.  What  is  meant  by  time,  force,  melody,  accent,  stress,  in¬ 
flection,  tone,  pitch  and  quality?  Explain  and  illustrate  each. 

3.  How  may  criticism  aid  in  reading?  How  injure? 

4.  What  is  the  place  of  questions  in  literature?  What  dif¬ 
ference  in  a  question  asked  a  fifth  grader  and  an  eighth  grader? 

5.  What  kind  of  questions  may  be  used  to  the  best  of  ad¬ 
vantage  in  arousing  an  appreciation  of  literature? 

6.  Make  out  four  questions  that  you  would  ask  a  class  in  a 
recitation  on  lesson  in  Searson  and  Martin’s  Sixth  Reader,  page 
207. 

7.  What  use  may  be  made  of  synopses  in  reading? 

8.  Dramatics  in  the  upper  grades.  How  used?  Value  of? 

Briggs  and  Coffman — pp.  270-272,  58,  234-238. 


26 


COURSE  OF  STUDY 


LESSON  XYI. 

1.  “The  pedagogical  movement  in  the  study  of  a  selection 
may  be  stated  as  follows: — 

1.  Aim. 

2.  Preparation  for  the  new  lesson. 

3.  Securing  the  thought  content. 

4.  Expressive  reading  of  the  selection. 

5.  Reproduction  of  wrhat  is  read.” 

— C.  E.  Patzer. 

2.  Enlarge  upon  the  above. 

3.  Teach  the  lesson  on  page  106  of  Searson  and  Martin’s 
Sixth  Reader  according  to  this. 

LESSON  XVII. 

PUNCTUATION  AND  ESSENTIAL  ELEMENTS. 

( Copied  from  the  1913-1914  Manual) 

1.  What  is  the  function  of  punctuation  marks?  Make  and 
illustrate  the  use  of  each  mark. 

2.  Explain — “Every  passage  has  a  double  set  of  punctuation 
marks;  one  visible,  the  other  invisible;  one  is  the  printer’s  work, 
the  other  is  the  reader’s.” 

3.  There  are  four  essential  elements  of  vocal  expression, 
viz.,  time,  pitch,  quality  and  force. 

4.  Time  refers  to  the  rate  of  vocal  movement,  and  has  to  do 
with  the  extent  of  the  thought. 

5.  What  is  the  cause  of  a  child’s  reading  too  rapidly?  Too 
slowly?  What  is  the  remedy  when  children  read  everything  at 
about  the  same  rate? 

6-7.  Interpret,  as  to  time,  the  following: — 

“Not  a  drum  was  heard,  not  a  funeral  note,  as  his 
corpse  to  the  ramparts  we  hurried.” 

“Nice  clothes  I  get,  too,  traipsing  thru  the  weather 
like  this!  My  gown  and  bonnet  will  be  spoiled.  Need¬ 
n’t  I  wear  ’em  then  ?  Indeed,  Mr.  Caudle,  I  shall  wear 
’em.  No,  sir!  I  am  not  going  out  a  dowdy  to  please 
you  or  anybody  else !” 

8.  Do  you  have  reading  matches?  How  do  you  conduct 
them?  What  is  the  gain  to  the  pupil? 


COURSE  OF  STUDY 


27 


9.  What  causes  a  pupil  to  hold  on  to  words?  How  rem¬ 
edy  it? 

10.  How  may  reading  in  a  monotone  be  corrected?  What 
causes  this? 


LESSON  XVIII. 

1.  Have  the  Institute  prepared  to  read  two  of  the  following 
selections  from  Searson  and  Martin’s  Sixth  Reader,  noting  the 
inflection,  enunciation,  pronunciation  and  interpretation  of  each 
reader : 

“The  Old  Oaken  Bucket.” 

“The  School  Days.” 

•  “The  Brook.” 

“The  Man  Without  a  Country.” 

2.  Have  the  class  make  out  five  questions  on  each  story  that 
they  would  give  to  a  sixth  grade. 

3.  Discuss — “It  is  wise  at  times  to  have  pupils  prepare 
questions  on  the  advance  lesson  which  they  will  ask  members  of 
the  class  to  answer.” 

4.  Drill  on  the  pronunciation  of  these  words: — get,  catch, 
singing,  (make  a  list  of  other  words  ending  in  ing  so  as  to  call 
the  attention  to  any  who  may  be  inclined  to  omit  the  ing,  though  it 
ought  to  be  pronounced),  just,  many,  often,  again,  why,  June,, 
geography,  algebra  and  literature. 

LESSON  XIX. 

MISCELLANEOUS  AND  REVIEW. 

1.  Define:  articulation,  enunciation,  syllable,  phonogram,  in¬ 
flection,  stress  and  accent. 

2.  Name  the  chief  errors  in  teaching  inflection. 

3.  How  should  inflection  marks  be  taught?  Drill  on  inflec¬ 
tion  as  applied  to  interrogation,  denial,  affirmation  and  sarcasm. 

4.  How  shall  expression  be  corrected?  Discuss  voice  de¬ 
fects. 

5.  How  may  you  aid  the  stammerer? 

6.  How  may  you  aid  the  pupil  who  lisps? 

7.  How  much  time  in  a  fifth  grade  should  be  spent  on  se¬ 
curing  the  thought  or  content  of  the  lesson? 

8.  Is  it  good  practice  to  always  have  the  pupils  tell  the  les¬ 
son  before  starting  to  read? 


COURSFJ  OF  STUDY 


28 


LESSON  XX. 


REVIEW  AND  MISCELLANEOUS. 


1.  Show  how  you  would  proceed  to  teach  the  poem  “Little 


Blue." 

2. 

Review  devices  for  word  drill. 

3. 

What  are  the  aims  in  reading? 

4. 

Discuss  literature. 

5. 

Review  means  for  securing  the  desired  end  in  silent  read- 

6. 

Review  methods  of  teaching  oral 

reading. 

7. 

Would  you  make  any  difference 

in  the  method  used  in 

mg. 


teaching  a  child  who  did  not  understand  English  thoroughly,  to 
one  who  did? 


PHONETIC  METHOD  OF  TEACHING  BEADING. 

Notes  :  This  outline  is  based  upon  the  books  and  material 
adopted  by  the  state — The  Beacon  Primer,  Readers  and  Charts. 

Each  school  should  be  equipped  with  a  set  of  the  charts.  The 
primer  and  readers  should  be  in  the  hands  of  the  children. 

Eor  Institute  work  the  publishers  will  furnish  to  Institute 
Instructors  or  to  teachers,  free  of  charge,  copies  of  the  charts  in 
miniature.  These  are  useful  and  convenient. 

About  85%  of  the  words  of  the  English  language  are  pho¬ 
netic — that  is,  they  are  pronounced  in  accordance  with  a  few  sim¬ 
ple  rules.  Thus  a  child  taught  to  read  by  a  good  phonetic  method 
is  given  a  key  that  unlocks  this,  large  proportion  of  the  words  he 
uses  and,  so  far  as  they  are  concerned,  he  becomes  independent  of 
the  teacher.  This  gives  him  a  power  to  master  new  words  with  an 
independent  ease  that  is  most  valuable.  This  method  also  im¬ 
proves  his  articulation  and  enunciation  and  is  especially  helpful  to 
children  of  non-English-speaking  parentage. 

The  best  way  to  help  teachers  to  put  the  “Beacon  Method” 
into  use  is  for  the  instructor  to  organize  a  model  class  of  children 
and  demonstrate  with  it  exactly  how  to  begin  and  carry  on  the  pho¬ 
netic  work,  conducting  a  round  table  discussion  after  each  demon¬ 
stration. 

LESSON  i. 

1.  Discuss  the  advantages  of  keeping  separated  the  phonetic 
work  and  the  reading  work  in  beginning  classes. 


COURSE  OF  STUDY 


29 


2.  Discuss  the  importance  of  correct  sounding  of  letters,  syl¬ 
lables  and  words. 

3.  Analyze  words  to  get  correct  sounds  of  letters  as  explained 
on  page  1  of  the  Phonetic  Chart. 

4.  Drill  on  the  correct  sounding  of  letters,  until  perfection  is 
gained. 

5.  Show  how  sounds  may  be  taught  to  children  and  devices 
for  drill  on  them. 

LESSON  II. 

1.  Discuss  the  first  presentation  of  sounds  to  children,  ex¬ 
plain  the  value  of  the  suggested  stories  used  in  presenting  them 
and  learn  some  of  the  stories. 

2.  Discuss  “blending.” 

3.  Show  the  superiority  of  the  “Beacon  Method’s”  helpers  as 
compared  with  the  families  of  the  older  methods. 

4.  Drill  on  the  correct  formation  and  pronunciation  of  help¬ 
ers  as  given  in  the  “Phonetic  Chart.” 

5.  Show  how  words  are  formed  from  helpers,  learning  to  do 
this  correctly  and  to  present  it  to  the  children  properly. 

lesson  in. 

1.  Discuss  the  value  of  simple  games  as  a  help  in  word  and 
sound  drills  and  become  acquainted  with  such  games,  using  per¬ 
ception  and  letter  cards  of  the  “Beacon  Method.” 

2.  Show  the  greater  relative  importance  of  the  short  sounds 
of  the  vowels  as  compared  with  the  long  sounds. 

3.  Explain  why  the  short  sounds  of  the  vowels  are  presented 
first  and  emphasized  most  strongly. 

4.  Explain  how  to  present  the  long  sounds  of  the  vowels  as 
given  on  page  17  of  the  “Phonetic  Chart.” 

5.  Discuss  the  absence  of  diacritical  marks  in  the  “Beacon 
Method.” 

LESSON  IV, 

1.  Discuss  the  use  of  the  Beacon  Reading  Chart,  Perception 
Cards,  Word  Builders,  and  Primer  and  show  their  relation  to  the 
Phonetic  Chart. 

2.  Discuss  the  use  of  the  phonetic  tables  in  the  Primer  and 
Readers. 

3.  Explain  the  advantages  of  delaying  the  use  of  script. 

4.  Discuss  the  application  of  the  child’s  newly  acquired  pho¬ 
netic  power  to  the  reading  lesson  as  given  on  pp.  34  and  35  of  the 
Primer. 


30 


COURSE  OF  STUDY 


5.  Discuss  the  relation  of  the  First  Reader  to  the  Primer, 
showing  how  and  when  it  should  be  used. 

lesson  v. 

1.  Give  a  drill  in  conducting  a  class  in  first  presentation  of 
Beacon  material,  using  model  class  or  play  class  composed  of  the 
teachers  themselves. 


1. 


LESSON  VI. 

Continue  drill  as  in  Lesson  V. 


PENMANSHIP 


FIRST,  SECOND  AND  THIRD  GRADES. 

Prepared  by  C.  P.  Zaner,  Columbus ,  Ohio. 

Use  the  Zaner  Method  of  Writing;  Rural  Manual,  Manual 
Three  or  Manual  Four  may  be  used. 

SUCCESS  IN  WRITING 

depends  upon  mental  perception  and  manual  performance.  To 
think  good  writing  is  the  prelude  to  acting  good  writing. 

Study  form  carefully  and  unconsciously  the  hand  will  en¬ 
deavor  to  record  the  perception. 

The  manual  part  of  writing  is  more  complex  than  the  per¬ 
cept  part  and  as  a  consequence  the  mechanics  of  execution  need 
emphasis. 

The  posture  of  the  body,  the  position  of  the  arm,  hand  and 
pen,  the  location  and  angle  of  the  paper  are  all  vital  to  success. 

Performance  or  movement  depends  more  upon  position  than 
upon  any  other  one  thing,  therefore  the  necessity  of  knowing  and 
practicing  a  good  position. 

Good  writing  is  easy  to  write  and  easy  to  read.  It  is  there¬ 
fore  a  combination  of  form  and  movement.  Distinct  turns  and 
angles  make  for  plainness  and  arm  movement  makes  for  ease, 
grace  and  rapidity. 

Zaner  Method  Writing  is  a  fusion  of  form  with  freedom, 
with  the  emphasis  upon  plainness  and  ease,  rather  than  upon  style 
or  peculiarity. 

The  lessons  are  planned  upon  Exercises  for  freedom,  Letter- 
forms  for  plainness,  and  Words  and  Sentences  for  application. 
This  three-fold  division  or  feature  or  plan  is  necessary  for  success 
and  each  needs  about  equal  attention.  At  first  exercises  need  to 
be  given  the  most  time  but  toward  the  end,  sentences  need  to  be 
practiced  more  than  exercises. 

This  Outline  is  intended  to  cover  twelve  lesson  periods  of 
from  40  to  60  minutes  each,  and  upwards  of  100  minutes  prac¬ 
tice  between  lesson  periods. 

Either  the  advanced  part  of  the  Zaner  Method  Rural  Manual, 


32 


COURSE  OF  STUDY 


Manual  No.  3  or  Manual  No.  4  may  be  used,  whichever  the  pupil- 
teacher  may  have. 

Position  must  be  secured  and  maintained,  the  correct  rate  of 
speed  by  counting  must  be  established,  and  the  arm  movement 
must  be  employed,  if  the  fullest  measure  of  progress  is  desired. 

Good  Materials ,  such  as  pens,  holder,  paper  and  ink,  are 
necessary.  A  few  cents  may  be  the  cause  of  discouragement 
through  the  use  of  inferior  materials. 

LESSON  ONE. 

The  Fourth  and  Fifth  Weeks’  outlines  in  the  Manuals  men¬ 
tioned  (Rural  or  Nos.  3  or  4)  constitute  the  material  for  study 
and  practice  for  Lesson  One  and  for  assignment  or  home  work  be¬ 
fore  Lesson  Two  is  attempted. 

Either  cover  both  weeks’  assignments  in  the  lesson  period  and 
review  all  before  the  next  lesson,  or  di  ill  the  entire  period  on  the 
Fourth  Week  and  assign  the  Fifth  Week  for  home  practice. 

Make  sure  of  correct  position,  and  refer  to  and  drill  from 
the  Drill  Plate  exercises  as  directed  from  time  to  time  in  the 
manual.  These  exercises  are  to  Writing  what  the  scale  is  to 
music.  Need  we  say  more? 

LESSON  TWO. 

The  Sixth  and  Seventh  Weeks’  assignments  in  the  Man¬ 
uals  provide  instructions  and  copies  for  Le«son  Two. 

Lose  as  little  time  as  possible  in  getting  to  work  and  then 
practice  and  study,  count  and  criticise,  suggest  and  illustrate  from 
time  to  time  so  as  to  make  the  time  pass  quickly  and  insure  im¬ 
provement. 

The  copies  in  the  Rural  Manual  and  Manual  3  are  larger 
than  in  Manual  4  but  are  similar,  therefore,  all  three  may  be 
used  by  different  pupils  in  the  same  Institute. 

LESSON  THREE. 

The  Eighth  and  Ninth  Weeks’  outlines  of  the  Manuals  are 
given  for  Lesson  Three.  Make  good  use  of  the  Drill  Plates  now. 
Keep  hands  from  resting  on  the  side.  Right  habits  rather  than 
fine  writing  are  now  necessary.  Use  a  free  arm  movement  in  all 
practice  and  apply  the  same  to  all  writing  at  your  earliest  op¬ 
portunity. 

LESSON  FOUR. 

The  Tenth  and  Eleventh  Weeks’  assignments  in  the  Manuals, 


COURSE  OF  STUDY 


33 


giving  drills  upon  B  and  R  and  b  and  r,  are  intended  for  Lesson 
Lour. 

Make  sure  that  positions  are  right,  that  forms  are  studied, 
and  that  exercises  are  practiced  at  the  correct  rate  of  speed. 

Cultivate  a  light  touch  of  the  pen  to  the  paper. 

LESSON  FIVE. 

The  Thirteenth  and  Fourteenth  Weeks’  outlines  are  suggested 
for  Lesson  Five.  Each  lesson,  therefore,  averages  two  capitals 
and  two  small  letters,  besides  preliminary  exercises  and  applied 
practice  in  the  form  of  sentences. 

Eead  the  text  as  well  as  study  and  practice  the  copies.  It 
takes  both  head  and  hand  work  to  win.  A  good  handwriting  is  a 
growth  and  acquisition  combined.  It  takes  time  and  concentrated 
effort. 

Each  lesson  is  a  stepping-stone  to  the  next. 

lesson  six. 

The  Fifteenth  and  Sixteenth  Weeks’  are  suggested  for  Les¬ 
son  Six.  The  letters  are  among  the  easiest  to  acquire.  Make  sure 
of  rounding  turns  and  sharp  angles  and  at  a  lively  rate  of  speed. 

Cultivate  the  art  of  counting  at  the  correct  rate  of  speed — a 
trifle  faster  than  slower  than  suggested  in  the  manuals. 

LESSON  SEVEN. 

The  Seventeenth  and  Eighteenth  Weeks  are  provided  for  Les¬ 
son  Seven.  These  letters  are  rounding  at  the  bottom  instead  of  at 
the  top,  and  the  capitals  are  but  enlarged  and  slightly  modified 
small  letters;  thus  the  one  helps  the  other. 

Strive  for  grace  rather  than  accuracy  of  form.  Make  sure  of 
plainness  and  freedom. 

Considerable  practice  needs  to  be  done  outside  of  the  lesson 
period. 

LESSON  EIGHT. 

The  material  given  for  the  Nineteenth  and  Twentieth  Weeks 
is  well  suited  for  Lesson  Eight.  Study  form  and  practice  move¬ 
ment.  Think  and  act  good  writing.  Blackboard  practice  aids; 
improve  it.  Count  rythmically.  Learn  to  criticise  constructively. 

LESSON  NINE. 

The  material  for  Weeks  Twenty-one  and  Twenty- two  is  se¬ 
lected  for  Lesson  Nine.  The  writing  act  is  more  important  at  this 


34 


COURSE  OF  STUDY 


time  than  writing  as  an  art .  The  writing  qualities  are  important 
in  order  that  the  reading  qualities  may  be  desirable. 

Study  the  Manuals  carefully. 

LESSON  TEN. 

The  work  for  the  Twenty-fourth  and  Twenty-fifth  Weeks  is 
suggested  for  Lesson  Ten.  As  has  doubtless  been  observed,  letters 
are  presented  in  familiar  or  family  groups.  This  leads  to  com¬ 
parison  and  co-operation,  the  one  aiding  the  other.  For  instance: 
The  small  z  begins  the  same  as  n  and  ends  the  same  as  y.  Then, 
too,  the  small  0  ends  the  same  as  the  capital  Z. 

Watch  endings  closely. 

LESSON  ELEVEN. 

The  Twenty-sixth  and  Twenty-seventh  Weeks  comprise  Les¬ 
son  Eleven. 

Make  sure  to  practice  quite  as  much  upon  words  and  sen¬ 
tences  as  upon  exercises  and  letters. 

See  to  it  that  materials  and  position  are  good. 

Practice  with  your  mind  on  what  you  are  doing. 

LESSON  TWELVE. 

The  Twenty-eighth  and  Twenty-ninth  Weeks  finish  the  twelve 
Lesson  course. 

Compare  the  touch,  the  freedom,  the  ease,  the  grace,  and  the 
form  with  your  first  efforts.  Now  strengthen  the  weak  places. 

These  lessons  have  aimed  to  start  you  on  the  road  to  good 
writing,  not  to  complete  your  work  nor  to  end  your  progress. 

Skill  is  necessary  in  manual  arts  to  show,  to  convince,  to  in¬ 
struct,  to  inspire. 

The  author  and  publishers  of  The  Zaner  Method  of  Writing 
will  be  pleased  to  examine  the  final  specimens  of  all  who  pursue 
this  course  of  lessons,  either  in  Institute  or  individually,  and  to 
award  Certificates  whenever  the  specimens  show  sufficient  skill  to 
warrant  special  recognition. 

Certificates  cost  fifty  cents  but  no  money  should  be  sent  until 
the  writing  has  been  approved  by  the  publishers. 

Progress  and  success  are  assured  to  all  who  follow  the  les¬ 
sons  intelligently  and  skilfully. 

Good  writing  is  an  evidence  of  efficiency,  and  that  is  why, 
other  things  being  equal,  the  one  who  writes  well  will  always  be 
considered  before  the  one  who  writes  poorly. 


COURSE  OF  STUDY 


35 


DAILY  SUGGESTIVE  QUESTIONS  FOR  THE 
TEACHER  TO  CONSIDER. 

Discuss  three  or  four  of  the  following  questions  each  day 
along  with  the  work  outlined  in  each  lesson: 

1.  What  is  the  correct  position  of  paper  on  the  desk  for 
writing?  (a)  Location;  (b)  Angle;  (c)  Shifting. 

2.  Discuss  the  essentials  of  position: 

(a)  The  body. 

(b)  The  arms. 

|c)  The  hand. 

3.  Discuss  the  length  of  the  writing  period. 

.  4.  Discuss  the  best  time  of  day  for  the  writing  lesson. 

5.  What  is  the  plan  of  the  Zaner  system  with  reference  to 
the  number  of  books  and  the  grades  in  which  they  are  to  be  used 
for  the  rural  schools?  For  the  city  schools? 

G.  What  materials  would  you  recommend  for  teaching  pen¬ 
manship  in  the  first  grade? 

7.  Discuss  the  importance  of  good  blackboard  work  on  the 
part  of  the  teachers. 

8.  Why  should  pupils  he  taught  to  write  upon  the  black¬ 
board  along  with  practicing  upon  paper? 

9.  How  should  pupils  stand  while  writing  on  the  black¬ 
board;  how  hold  the  eraser;  how  hold  the  chalk? 

10.  At  approximately  what  rate  of  speed  should  the  oval 
and 'straight  line  exercises  be  practiced  in  the  first  grade;  in  the 
upper  grades? 

11.  What  movement  exercises  would  you  give  in  developing 
capital  letter  “0”  and  capital  letter  “A”? 

12.  What  movement  exercises  would  you  give  in  developing 
capital  letter  “P”  and  capital  letter  “J”? 

13.  In  what  classes  other  than  the  penmanship  class  can 
this  subject  be  taught? 

14.  Discuss  correlation  of  writing  with  other  subjects. 

15.  Using  the  members  of  the  Institute  as  a  class,  have  the 
student-teacher  conduct  a  model  lesson  in  penmanship. 

16.  What  is  the  advantage  of  keeping  a  specimen  of  the 
writing  from  each  pupil  at  the  beginning  or  at  the  end  of  each 
month  ? 


36 


COURSE  OF  STUDY 


17.  What  capital  letters  have  the  oval  as  a  basis  for  form? 

18.  AVhat  exercises  would  you  give  in  teaching  small  letters 
“m”  and  “n”? 

19.  What  plan  would  you  use  in  the  first  and  second  grades 
in  helping  pupils  to  get  the  motion  and  direction  used  in  making 
the  different  letter  forms? 

20.  As  a  specimen  of  your  penmanship,  write  a  line  of  the 
direct  compact  oval  two  spaces  tall,  and  the  following  sentence: 

“This  is  a  specimen  of  my  best  penmanship.” 


ORTHOGRAPHY 


FIRST  AND  SECOND  GRADES. 

Prepared  by  Mrs.  Nora  Brumback,  Santa  Fe,  N.  M. 

References:  Reed’s  Word  Lessons,  New  World  Speller,  Com¬ 
mon  Sense  Spelling  Book,  Champion  Spelling  Book,  Word  Studies, 
Bailey-Manly  Spelling  Books  and  the  1915  Institute  Manual. 

LESSON  I. 

SPEECH. 

Is  speech  in  the  little  child  natural  or  artificial  ?  Give  reasons 
for  your  answer. 

Name  the  tone  organ;  the  articulation  organ;  the  three  fac¬ 
tors  of  speech.  When  the  brain  fails  to  bring  these  factors  of 
speech  into  harmonious  working  order,  what  disorder  follows  ? 
What  is  its  per  cent  in  individual  schools?  Is  it  equally  frequent 
with  boys  and  girls?  With  the  Spanish  and  English? 

What  is  stammering?  Lisping?  Give  the  cause  of  each.  Is 
it  the  duty  of  the  teacher  to  correct  these  ?  How  ? 

Drill  Exercises :  For  making  the  lips  facile;  for  making  the 
tongue  flexible;  for  opening  the  mouth;  for  correcting  nasal  and 
head  tones.  Give  and  practice  good  breathing  exercises. 

The  spelling  teacher  more  than  any  other  is  responsible  for 
the  life  of  the  English  language.  Shall  it  die? 

Answer  and  discuss.  Give  the  healing  remedy. 

LESSON  II. 

SOUNDS. 

Give  the  symbol  and  a  key  word  for  the  following  vocals: 

a:  long,  short,  medial,  Italian,  circumflex,  modified  long, 
obscured  medial. 

e:  long,  modified  long,  short,  tilde. 

i :  long,  short. 

o :  long,  modified  long,  short,  medial,  broad. 

oo :  long,  short. 

u:  long,  modified  long,  short,  circumflex. 

ou : 

oi: 


38 


COURSE  OF  STUDY 


Give  symbol  and  key  word  for  the  following  substitutes:  e 
for  long  a;  e  for  circumflex  a;  i  and  ee  for  long  e;  a,  i,  and  o  for 
tilde  e;  y  for  long  i;  y  for  short  i;  a  for  short  o\  a,  au  and  aw 
for  broad  a;  o,  u  and  ew  for  long  oo;  o,  u  for  short  oo ;  ew  for 
long  u ;  o  for  short  u;  e,  i  and  o  for  circumflex  u;  ow  for  ou; 
oy  for  oi. 

Give  symbol  and  key  word  for  the  following: 


Subvocals. 

Substitute. 

Aspirates. 

Substitute . 

b 

P 

d 

t  . 

d 

t 

g 

k . 

. C,  ck,  q 

b 

ch  .... 

. tch 

3 . 

. g,  dg 

1 

m 

n  . . 

. ng 

n 

r 

th 

th 

V 

f . 

. ph,  gb 

w . 

wh 

X . . 

. gz,  g s 

x . 

. .  .ks,  cs,  cks 

y . 

z . 

s . 

z  (h)  .... 

sh . 

. . .  .ch.  ce,  ci 

si,  ti 

N.  B. — After  the  Institute  pupils  have  carefully  worked  out 
the  above  charts  and  they  have  been  verified  by  Webster’s  New 
International  Dictionary,  they  should  be  posted  in  a  convenient 
place  for  daily  reference. 


LESSON  III. 

DEFINITIONS. 

Define :  word,  letter,  syllable,  sound,  vowel,  consonant,  homo¬ 
nym,  antonym,  synonym,  vocals,  subvocals,  aspirates,  phonograms, 
phonics. 

What  is  spelling?  What  is  meant  by  an  alphabet?  by  a 
suffix,  a  prefix,  an  affix? 


COURSE  OF  STUDY 


39 


LESSON  IV. 

METHODS. 

Grades  one,  two  and  three. 

Proceed  slowly;  strengthen  but  do  not  leave  weak  spots. 

When  the  child  realizes  that  the  words  he  has  learned  to  read 
are  made  up  of  letters  and  has  learned  the  ordinary  sound  values 
of  these  letters  it  is  time  to  take  spelling  as  a  distinct  subject. 
This  is  usually  the  last  part  of  the  first  years. 

Training  how  to  study  spelling:  time  devoted  to  spelling 
must  be  used  by  teacher  and  pupil  together.  During  first  and 
second  year  do  not  assign  lessons  for  independent  study.  In  pre¬ 
senting  words  and  drilling  make  it  bright  and  full  of  interest. 
Build  words  and  sentences  with  available  material  (Institute  name 
some  easily  obtained) ;  look  at  the  letters  of  a  word  then  close  the 
eyes;  underline  with  colored  crayon  difficult  combinations;  build 
from  a  common  phonogram.  Suggest  other  interesting  ways. 

Phonetic  words  form  the  sensible  beginning  for  spelling. 
Write  a  dictionary  list  of  fifty  phonetic  words  for  use  in  a  first 
grade  class.  Give  examples  of  unphonetic  words.  Keep  for  future 
use. 

How  should  the  names  of  letters  be  taught?  The  phonic 
group?  The  syllable  sense?  Vowel  combinations?  How  to  use 
directions?  Give  class  illustrations.  Do  not  attempt  to  teach 
spelling  incidentally. 

LESSON  V. 

DEVICES,  DRILLS,  REVIEWS. 

“The  smallest  word  has  some  unguarded  spot, 

And  danger  lurks  in  i  without  a  dot.” 

Take  c  out  of  once  and  what  word  have  you? 

Notice  how  easily  clothes  is  made  from  cloth. 

What  are  the  two  short  words  in  forget ?  Contrast  the  mean¬ 
ings. 

Final  e  converts  a  short  vowel  into  a  long  one.  Illustrate. 

Find  ten  words  in  which  n  is  pronounced  ng,  beginning  with 
the  hands  and  feet. 

The  follow-up  process  is  an  effective  review.  Note  all  mis¬ 
spelled  words  in  written  work  and  bring  forward  in  daily  use. 
Use  a  Blunder  List. 


40 


COURSE  OF  STUDY 


Secure  vocabulary  of  school  environments.  Submit  lists  for 
correction. 

What  words  do  you  use  in  speaking  of  the  national  game? 
Write  twenty-five  words  that  a  visit  to  the  corner  grocery  sug¬ 
gested  to  you. 

Associate  piece  with  pie,  ear  with  hear,  eat  with  meat,  where 
and  there  with  here,  vegetable  with  table,  and  the  child  will  never, 
forget  them.  Suggest  others. 

Have  plenty  of  oral  spelling.  Make  it  interesting.  Do  not 
pronounce  a  misspelled  word  to  the  next  pupil,  but  let  the  class 
“catch  it.  Have  turning  down,  passing  the  head,  pronouncing  con¬ 
tests,  action  exercises,  word  hunts  and  word  writing  races.  Dem¬ 
onstrate  each.  Aim  at  correct  syllabication,  enunciation  and  use. 


LESSONS  VI  AND  X. 

The  way  to  learn  to  spell  is  to  practice  spelling. 

WEEK-END  SPELLING  CONTEST. 


absence 

actual 

address 

adult 

affair 

afternoon 

agreeable 

alcohol 

almond 

almost 

American 

anchor 

anxious 

appetite 

artery 

asphalt 

athletic 

attention 

attic 

attractive 

axle 

baggage 

bargain 


baptism 

basin 

beaver 

begrudge 

behavior 

billion 

bluing 

bomb 

boundary 

bouquet 

brakeman 

bruise 

buffalo 

burrow 

business 

calico 

cambric 

Canadian 

capital 

carnation 

caterpillar 

cereals 

chairman 


chanced 

charcoal 

charmed 

chorus 

cinnamon 

circuit 

cleanse 

climax 

comic 

conceit 

concern 

contrary 

courage 

court 

crack 

cuddle 

curious 

currant 

declare 

diary 

disappoint 

disease 

display 


ditch 

doubt 

dredges 

dried 

drooped 

dropped 

drowsy 

dwarf 

dyeing 

energy 

essay 

examine 

example 

excursion 

exhaust 

exhibition 

expense 

explode 

factory 

falsehood 

familiar 

famous 

fashion 


faucet 

favorite 

fetch 

finery 

fireplace 

firkin 

fixture 

flavor 

flicker 

florist 

forfeit 

fortune 

fragrant 

freckle 

frightened 

frigid 

fulfill 

furnish 

gambol 

garbage 

garment 

genial 

geography 


COURSE  OF  STUDY 


41 


giggle 

materials 

positive 

section 

tarnish 

gleam 

medicine 

possible 

seize 

tassel 

glimpse 

method 

postscript 

serials 

tennis 

gospel 

mineral 

poultice 

serious 

terrible 

grammar 

minister 

poverty 

settlement 

thorough 

growth 

mischievous 

presently 

shepherd 

tidings 

grumble 

mixture 

preserves 

shield 

tonic 

hammock 

modern 

privations 

shrivel 

torment 

hardships 

molasses 

problem 

sickle 

tower 

handkerchief  morsel 

profit 

sieve 

trapper 

height 

mortar 

pshaw 

silken 

treasures 

herbs 

mucilage 

query 

simplify 

trifle 

hosiery 

natural 

quire 

snatch 

trowel 

honor 

necessary 

quotient 

society 

tutor 

hymn 

nicety 

radish 

soldier 

tying. 

ignorant 

nimbly 

rapidly 

soot 

upholsterer 

immediate 

nobody 

raspberry 

sorrel 

urchin 

infancy 

northern 

really 

southern 

utensil 

initial 

nursery 

recipe 

spectacle 

vacation 

injurious 

offence 

rein 

spinning 

valuable 

innocent 

offered 

remember 

splendid 

vanilla 

interrupt 

operate 

reptile 

squeak 

vanished 

invitation 

opinion 

resolution 

stamen 

vapor 

justice 

opposite 

restored 

stationery 

vegetable 

ladle 

pamphlet 

rifle 

statue 

vexation 

lapel 

parasol 

rivulet 

steadily 

villain 

latchstring 

partial 

rogue 

steward 

violin 

lawyer 

passenger 

ruin 

stirred 

visitor 

lazily 

pathway 

rural 

stomach 

volunteer 

league 

patriot 

sable 

stored 

wafer 

lief 

peaches 

salad 

strangle 

wealthy 

linear 

pedal 

salary 

student 

weapon 

lining 

perform 

savage 

suburb 

whither 

liquid 

permission 

savory 

suddenly 

wholesale 

loiter 

persuade 

scarcity 

suggest 

wicket 

macaroni 

photograph 

scenery 

surplus 

windows 

magazine 

pickles 

scholar 

system 

worship 

mandolin 

platforms 

scour 

tailor 

wrench 

mantle 

policy 

scythe 

tanned 

Yankee 

youth 


42 


COURSE  OF  STUDY 


LESSON  VII. 

RULES. 

Give  the  general  rule  for  syllabication  in  the  Spanish  lan¬ 
guage.  Affirmative  and  negative  rules  for  Spanish  capitalization. 

Give  two  rules  of  spelling  for  final  y.  Examples  and  ex¬ 
ceptions. 

Give  four  for  final  e.  Examples  and  exceptions. 

Give  two  other  rules. 

Give  and  explain  how  you  would  teach  important  rules  for 
syllabication;  for  English  pronunciation;  for  accent. 

Rules  for  forming  derivatives  are  most  important.  Illustrate. 

LESSON  VIII. 

MISCELLANEOUS. 

How  may  pupils  be  helped  in  spelling  by  the  association  of 
sound?  By  the  association  of  form?  By  habit? 

A  wonderful  thing  is  a  written  word,  but  is  it  as  wonderful 
as  a  spoken  word?  Discuss. 

Was  there  ever  a  time  in  the  history  of  man  when  there  was 
no  language?  When  there  was  a  common  one? 

The  Indo-Germanic  family  of  languages  includes  seven  dis¬ 
tinct  branches.  Name  them,  briefly  explaining  each. 

Give  the  sources  of  the  English  vocabulary.  Of  the  Spanish. 

What  is  the  psychology  of  spelling? 

What  part  does  memory  play  in  spelling?  The  ear,  the  eye, 
and  the  hand? 

What  would  you  consider  a  proper  incentive  to  study  spelling? 

What  is  the  importance  of  personal  lists?  How  should  they 
be  used?  Which  is  of  greater  importance,  the  speller  or  the 
reader?  Give  reasons  for  your  answer. 

There  are  five  ways  by  which  the  meaning  of  a  new  word  may 
be  taught.  (1)  By  using  it  in  a  sentence;  (2)  By  definition  or 
description;  (3)  By  giving  a  synonym  or  the  antonym;  (4)  By  il¬ 
lustrating  with  object,  action,  or  drawing;  (5)  By  Etymology. 
Illustrate. 


COURSE  OF  STUDY 


43 


LESSON  IX. 


WORDS  OTHER  THAN  ENGLISH. 


Pronounce,  spell,  translate  and  give  the  meaning  of  the  fol- 


lowing  Spanish  words: 

recapitulation 

reino 

deslustraso 

Londres 

sombrio 

instruction 

convcnio 

nogal 

asno 

cortes 

frances 

vals 

doble 

cliente 

Grecia 

tedioso 

timpano 

docucento 

lapon 

mala  yerba 

tierra 

iglesia 

Sena 

carretero 

chispa 

predicador 

nilo 

zocalo 

nation 

cancion 

moro 

dias 

Judio 

barco 

Mejico 

nuez 

gobierno 

cano 

Liorna 

Foreign  words  and  idioms  in  common 

use.  Pronounce,  give 

meaning  and  tell  the  language : 

Ad  libitum 

Per  annum 

Nom  de  plume 

Alma  mater 

In  toto 

Savant 

Bona  fide 

Au  revoir 

Table  d’hote 

Extempore 

E  pluribus 

unum 

Tete-a-tete 

Finis 

Adobe 

Aufwiederschen 

Habeas  corpus 

Expose 

Manana 

Prima  donna 

Eclat 

Tamale 

Carte  blanche 

Beau  monde 

Mandamus 

Pro  rata 

En  route 

Adios 

Sine  die 

Esprit  de  corps 

Fete 

Sub  rosa 

Qui  vive 

ORTHOGRAPHY 

THIRD  GRADE. 


Mrs.  Mora  Brumback y  Santa  Fe,  Mew  Mexico. 

References:  The  New  Mexico  edition  of  Reed’s  Word  Les¬ 
sons,  Common  Sense  Spelling  P»ook,  New  World  Speller,  Cham¬ 
pion  Spelling  Book,  Word  Studies,  Bailey-Manly  Spelling  Books, 
and  the  1915  Institute  Manual  for  New  Mexico. 

Note:  The  exercises  may  constitute  another  day’s  lesson 
when  necessary. 


44 


COURSE  OP  STUDY 


LESSON  I. 

SPELLING. 

A  few  minutes  each  day  should  be  used  for  spelling  as  a  dis¬ 
tinct  subject  in  primary  grades.  How  would  you  teach  words 
that  contain  an  unusual  sound  value?  How  would  you  teach  the 
vowel  letters?  The  consonant  letters?  What  use  may  be  made 
of  the  phonic  group?  Should  the  child  know  the  names  of  all 
the  letters  before  beginning  to  spell?  Why  so?  At  what  time 
should  the  child  begin  spelling  as  a  distinct  branch? 

Exercise  1. 

Give  words  containing  the  unusual  sound  value  of  eigh,  aul, 
aug,  ould. 

Illustrate  ordinary  sound  values. 

Write  the  vowels.  Name  the  consonants. 

How  many  Spanish  vowels?  Name  them. 

Form  five  words  from  each  of  the  following  phonic  groups : 
ash,  em,  ing,  og,  utter. 


LESSON  II. 

DICTIONARY  KNOWLEDGE. 

What  three  important  things  does  the  dictionary  teach?  Ex¬ 
plain  the  index  words. 

What  Webster  wrote  the  Webster  dictionary? 

Name  two  other  dictionary  authors. 

What  should  a  school  board  know  about  a  dictionary  before 
purchasing  one  for  the  school?  Why? 

What  should  the  teacher  know  in  order  to  gain  the  greater 
value  from  it? 

What  grades  can  use  the  dictionary? 

How  should  its  use  be  taught? 

Exercise  2. 

Make  your  own  dictionary  lists.  Sew  or  paste  together  the 
necessary  number  of  leaves  to  give  one  page  to  each  letter.  Paste 
one  letter  at  the  top  of  each  page,  following  the  alphabet  order. 
Make  copies  of  the  words  of  lessons  after  they  have  been  learned, 
giving  each  child  a  copy  to  cut  up.  Paste  the  words  under  their 


COURSE  OF  STUDY 


45 


proper  initials.  It  will  be  alphabetical  only  for  one  letter,  but 
this  gives  the  fundamental  idea  and  is  enough  for  little  ones’  use 
for  finding  words  and  for  review  lists. 

LESSON  III. 

SYLLABICATION. 

What  is  meant  by  a  syllable?  Name  and  define  four  kinds. 
Contrast  the  Spanish  and  English.  How  would  you  develop  the 
syllable  sense  in  a  first  grade  pupil? 

Give  your  method  of  teaching  two-syllabled  words  to  a  Span¬ 
ish-speaking  child. 

Name  important  rules  of  syllabication. 

Discuss  the  importance  of  teaching  the  child  to  spell  by  syl¬ 
lables. 

What  is  accent?  Name  and  define  the  kinds. 

Exercise  3. 

Write  five  mono-syllabic  words,  each  having  a  different  long 
vowel  sound,  and  name  the  phonic  group  of  each. 

Write  five  dis-syllabic  words  representing  the  five  short  vowel 
sounds.  Separate  into  syllables. 

Write  five  tri-syllable  words  and  three  poly-syllable  ones. 
Separate  into  syllables  and  place  the  accent. 

A  syllable  never  ends  with  soft  g  unless  a  d  is  before  the  g. 
Prove. 

LESSON  IV. 

PRONUNCIATION. 

Define  pronunciation.  What  is  the  standard  authority  in 
pronouncing  words? 

Make  and  name  ten  symbols  that  serve  as  guides  in  pro¬ 
nouncing. 

Give  the  derivation  of  the  word  diacritical. 

To  correctly  pronounce  a  printed  word,  what  three  things 
must  be  known? 


46  COURSE  OF  STUDY 

Exercise  4. 


PRONUNCIATION  CONTEST. 


bouquet 

research 

romance 

automobile 

inquiry 

vehement 

route 

squalor 

impious 

water 

suite 

recess 

Iowa 

lamentable 

creek 

illustrate 

meningitis 

rise  (n) 

maniacal 

politic 

finance 

despicable 

often 

pronunciation 

appendicitis 

accent  ( v ) 

almond 

contrary 

Arab 

accent  (n) 

telegrapher 

forehead 

Canish 

discourse 

gallant 

chauffeur 

docile 

mischievous 

alternate 

depot 

frontier 

precedent  (n) 

mustache 

salmon 

legislative 

gross 

acclimated 

Do  not  attempt  to  pronounce  until  Webster  has  been  con¬ 
sulted.  Separate  into  syllables  and  mark  the  letters  and  the  ac¬ 
cent. 

LESSON  V. 

DEFINITIONS. 

Define  alphabet,  etymology,  word,  sentence,  phrase,  letter, 
sound,  diphthong,  synonym,  antonym,  consonant,  group,  excep¬ 
tions,  abbreviations. 

Exercise  5. 

Recite  at  least  two  alphabets. 

How  many  distinct  meanings  can  you  give  for  the  word  post? 
Write  twenty-five  derivative  words  obtained  from  it. 

Write  five  sentences  introducing  homonyms.  Five  phrases 
using  synonyms. 

.  Write  antonyms  for  love,  happy,  down,  death,  morning. 

Give  words  using  the  following  consonant  groups:  ch,  tch, 
ph,  gh,  luh,  sh,  dg. 

Give  seven  exceptions  to  the  “y”  rules. 

Write  the  abbreviations  for  the  months  of  the  year,  the  days 
of  the  week,  and  for  ten  states.  Give  the  months  and  days  in 
Spanish. 

LESSON  VI. 

Review  lessons  that  the  Institute  was  weak  in  and  bring  up 
unfinished  work. 


COURSE  OF  STUDY 


47 


Exercise  6. 

Conductor  to  give  a  one-hundred-word  spelling  contest.  Se¬ 
lect  words  from  the  state  text  book  in  spelling.  Use  the  New 
Mexico  edition. 

LESSON  VII. 

MISCELLANEOUS. 

Give  and  illustrate  examples  of  imperfect  pronunciation. 
What  is  the  teacher’s  duty  concerning  these? 

How  may  a  teacher  be  the  cause  of  a  pupil  stammering? 
Discuss  peculiarities  of  speech.  Is  it  racial? 

Of  what  value  is  a  spelling  book? 

Give  groups  of  misused  words. 

Exercise  7. 

Only  one  English  word  ends  in  sede,  three  in  ceed ,  all  other 
words  of  this  class  end  in  cede.  Give  the  examples. 

Write  these  numbers  correctly  in  words: 


1 

7 

11 

19 

38 

90 

9th 

47th 

2 

8 

14 

22 

49 

1st 

24th 

79th 

4 

9 

18 

24 

84 

4th 

38th 

96th 

Caution:  Use  the  hyphen  with  care.  Pronounce  each  of 
the  following  words  in  two  ways  and  tell  the  difference  in  mean¬ 
ing:  desert,  increase,  impress,  contract. 

LESSON  VIII. 

WORDS. 

Define  a  simple  word;  a  compound  word;  a  primitive  word; 
a  derivative  word. 

What  is  a  suffix?  A  prefix? 

What  is  formed  when  two  words  are  made  into  one  by  omit¬ 
ting  one  or  more  of  the  letters  in  one  of  them? 

Exercise  8. 

Mark,  pronounce  and  define,  in  two  ways,  the  following 
words:  use,  live,  slough,  wind,  row,  wound,  lead,  bow,  lower,  tear, 
read,  tarry,  house,  mow. 

Name  five  suffixes  meaning  small.  Give  examples. 

Can  a  thing  be  very  unique?  Why? 


48 


COURSE  OF  STUDY 


Why  is  it  wrong  to  say  “a  couple  of  days”? 

When  do  yon  pay  bills?  When  settle  accounts? 

Does  one  climl b  or  crawl  down  a  precipice? 

Use  the  following  prepositions  correctly:  of,  in,  with,  at,  to. 
Show  their  incorrect  use. 

Define  and  pronounce  correctly  the  following  new  words: 
dirigible,  pedometer,  kinetoscope,  insurgent,  chauffeur,  referendum, 
garage,  aviation,  semester. 

LESSON"  IX. 

PECULIARITIES. 

In  some  words  e,  i  or  o  before  a  final  l  or  n  is  often  not 

sounded,  and  the  l  or  n  serves  as  a  vowel.  How  is  this  shown? 

What  is  the  symbol  called? 

What  three  consonants  are  never  doubled? 

Can  each  of  the  vowels  be  doubled? 

Is  there  a  relation  between  lark  and  larkspur?  Between  Cali¬ 
cut  and  calico?  Between  dove  and  columbine?  Explain. 

You  speak  of  india  ink,  oxford  shoes,  guinea  fowls.  Why 
should  not  the  first  part  of  each  of  these  compounds  begin  with  a 
capital  ? 

Explain  the  use  of  the  diaeresis. 

Exercise  9. 

Give  five  examples  of  the  voice  glide.  Place  the  diaeresis  cor¬ 
rectly  in  phaeton,  reenact,  aeronaut,  coordinate,  aerial,  zoology. 

Give  words  illustrating  the  doubling  of  each  vowel. 

There  are  two  rs  in  referred ;  why  not  in  reference?  Why 
is  e  retained  in  hoeing  ? 

Prove  that  words  ending  in  cal  are  adjectives;  those  in  cle 
are  nouns. 

Words  containing  ph  or  rh  in  the  same  syllable  are  of  Greek 
origin.  Give  examples. 

Give  the  capital  letter  rules  used  in  the  Spanish  language. 
In  the  English. 

LESSON  X. 

THE  SPELLING  LESSON. 

Is  English  spelling  a  difficult  subject?  Give  and  illustrate 
five  reasons  for  your  answer? 


COURSE  OF  STUDY 


49 


Why  and  how  do  pupils  differ  in  their  spelling  memory? 

The  business  of  the  teacher  is  to  find  the  best  method  of  ap¬ 
proach  in  spelling  for  the  class  as  a  whole.  Instructor  to  illustrate. 

Exercise  10. 


Write  a  twenty-five-word  paragraph  on  the  subject  of  Les¬ 
son  X.  Correct. 


LESSON  XI. 


GENERAL. 


What  is  meant  by  a  negative  prefix?  Explain  silent  letters. 
What  is  a  double  consonant?  Explain  word  making. 

Exercise  11. 

Prefix  dis  to  obey,  belief,  satisfied,  oblige. 

Prefix  un  to  earth,  couple,  bosom. 

Prefix  in  or  im  to  correct,  modest,  visible,  polite. 

Define  each  of  the  eleven  words  before  and  after  adding  the 
prefixes. 

Supply  the  missing  silent  consonants  in  dou-t,  ple-ge,  ya— t, 
lis-en,  hym*,  -erb. 

Find  the  hidden  words  in  frolicking,  signature,  colonel,  dur¬ 
able,  dearth. 

LESSON  XII. 

REVIEW. 


LESSON  XIII. 

Spanish. 

How  many  sounds  for  g,  c,  a ,  n.  Illustrate  each. 

Explain  strong  and  weak  vowels. 

Make  and  name  punctuation  marks. 

What  attention  do  you  give  to  Spanish? 

Are  we  educating  the  Spanish  child  when  we  instruct  him 
wholly  in  a  language  other  than  his  mother  tongue?  Discuss. 

Exercise  13. 

Translate  into  Spanish: 

“Thirty  days  hath  September, 

April,  June  and  November.” 

“I  am  as  black,  as  black  can  be.” 


COURSE  OF  STUDY 


50 


LESSON  XIV. 

CONTRACTIONS. 

Analyze  the  word  contraction. 

What  rules  govern  such  words? 

Is  it  good  form  to  use  them? 

Distinguish  between  contractions  and  diminutives. 

Does  the  Spanish  language  admit  of  contractions? 

Exercise  14. 

Give  the  equivalent  for  ne’er,  e’er,  e’en,  o’er,  it’s,  sh’an’t,  he’d. 
Give  ten  other  contractions. 

Is  won’t  a  true  contraction? 

LESSONS  XV  AND  XVI. 

Instructor  to  give  a  list  of  fifty  words  taken  from  the  first 
and  second  readers  that  are  often  confused,  and  instruct  as  to 
best  methods  of  teaching  them. 

Exercises  15  and  16. 


Institute  take  notes  on  the  above. 


GRAMMAR  AND  COMPOSITION 


FIRST  AND  SECOND  GRADES. 

Prepared  by  Miss  Jean  Forsyth ,  New  Mexico  State  Normal, 
Silver  City,  N.  M. 

Kittredge  and  Farley’s  advanced  English  Grammar  and  Scott 
and  Southworth’s  Lessons  in  English,  Book  II,  are  the  texts  used. 
Any  modern  and  advanced  English  Grammar,  however,  will  serve 
as  a  text  for  the  first  ten  lessons.  Goldwasser’s  Methods  of  Teach¬ 
ing  English  will  be  a  helpful  reference  to  the  remaining  lessons. 

LESSON  I. 

KINDS  OF  SENTENCES.  PARTS  OF  SPEECH. 

1.  Discuss  the  meaning  of  the  following  terms  as  found  in 
the  study  of  grammar:  grammar,  language,  analysis,  diagraming, 
parsing,  inflection,  syntax,  construction. 

2.  Study  kinds  of  sentences.  Illustrate  each  kind  from  your 
own  conversation  and  from  books  and  magazines. 

3.  Note  the  simple  subjects  and  predicates  of  these  sen¬ 
tences;  the  complete  subjects  and  predicates. 

4.  Name  and  define  the  parts  of  speech.  The  Instructor 
will  find  it  profitable  to  give  some  time  to  rapid  drill  in  naming 
the  parts  of  speech  in  sentences. 

5.  Write  sentences  illustrating  the  use  of  the  following  words 
as  indicated: 

well :  as  adverb,  noun,  adjective, 

fast:  as  adjective,  adverb,  verb,  noun, 

high:  as  adjective,  adverb, 
round:  as  adjective,  adverb, 
last:  as  adjective,  adverb,  noun,  verb. 

6.  Introduce  phrases  and  clauses  as  substitutes  for  parts  of 
speech.  Study  the  noun  phrase,  the  verb  phrase,  the  adjective 
phrase,  the  adverb  phrase  and  note  their  likeness  to  the  noun,  verb, 
adjective  and  adverb. 


52 


COURSE  OF  STUDY 


LESSON  II. 

SENTENCE  BUILDING. 

1.  Illustrate  the  usaof  complete  and  incomplete  verbs.  Make 
a  list  of  ten  copulative  words.  Explain  the  difference  between 
complete  and  copulative  verbs. 

2.  Name  and  illustrate  the  three  kinds  of  complements. 
Why  is  subjective  complement  a  better  term  than  attribute  com¬ 
plement f  Write  sentences  containing  predicate  adjectives  and 
predicate  nouns. 

3.  Note  the  essentials  of  a  sentence. 

Study  the  modifiers  of  these  essentials.  The  system  of  mark¬ 
ing  sentences  by  under  and  overlining  is  much  superior  to  the  old 
line  system  of  diagraming  for  these  two  reasons:  the  sentence  is 
left  intact  and  may  be  read  with  ease,  and  only  that  portion  of  a 
sentence  under  study  need  be  marked.  The  instructor  should  de¬ 
vote  some  time  to  the  teaching  of  this  simple  method  of  diagram¬ 
ing,  paying  attention  to  the  reason  for  the  use  of  certain  lines  for 
certain  offices  of  the  sentence.  This  system  of  marking  is  only  a 
short  method  of  analysis,  therefore  the  attention  should  be  massed 
on  the  relationship  of  words  in  the  sentence  and  not  to  the  mark¬ 
ing  of  every  word. 

■  4.  Correlate  the  study  of  clauses  as  modifiers  with  their 
study  as  parts  of  speech.  Write  sentences  illustrating  the  nine 
different  kinds  of  modifiers.  The  student  will  find  the  summaries 
at  the  end  of  each  chapter  very  helpful  in  review. 

5.  The  instructor  may  find  it  wise  to  devote  a  limited 
amount  of  time  to  rapid  drill  in  sentence  analysis  at  this  point. 

LESSON  III. 

INFLECTION  OF  NOUNS.  DECLENSION. 

1.  Study  classes  of  nouns:  common  and  proper;  concrete, 
abstract,  collective,  compound. 

2.  Consider  the  properties  of  the  noun:  its  inflection,  per¬ 
son,  number,  gender,  case. 

3.  Person  and  Number.  Note  that  the  person  of  a  noun  is 
determined  by  the  sense  of  connection.  Write  sentences  contain¬ 
ing  nouns  in  first,  second  and  third  persons.  Review  rules  for 
writing  plurals. 

4.  Gender  and  Case.  Illustrate  all  uses  for  the  nominative 
case.  The  instructor  should  note  the  use  of  the  independent  or 


COURSE  OF  STUDY 


53 


absolute  nominative;  the  vocative  or  nominative  of  direct  address; 
the  exclamatory  nominative  as  well  as  more  ordinary  uses  of  this 
case. 

Review  rules  for  the  formation  of  the  possessive.  Note  the 
increased  use  of  the  possessive. 

Illustrate  all  the  uses,  of  the  objective  case.  Explain  careful¬ 
ly  £he  cognate  object,  the  adverbial  objective,  the  object  in  appo¬ 
sition,  the  subject  of  the  infinitive.  The  instructor  should  require 
a  number  of  illustrations  of  each  use  of  the  objective.  The  class 
may  bring  in  lists  of  sentences  taken  not  from  grammars  but  from 
conversation  and  reading  matter. 

Ten  or  fifteen  minutes  should  be  given  to  the  parsing  of 
nouns. 

LESSON  IY. 

1.  Review  classes  of  pronouns,  definitions  and  list  of  pro¬ 
nouns  in  each  class. 

2.  Decline  the  personal  pronouns. 

3.  Note  difference  between  conjunctive  and  relative  pro¬ 
nouns.  Illustrate  in  sentences.  Decline  the  relatives. 

4.  Note  rules  for  agreement  of  pronoun  and  antecedent. 
Make  a  list  of  common  errors  in  this  respect. 

5.  Review  case  of  pronouns  by  drill  in  sentences.  Correct 
many  errors  of  ordinary  speech. 

6.  Explain  the  use  of  the  Indefinite — the  adjective  pronoun 
or  the  pronominal  adjective.  Note  the  number  of  everybody,  all, 
every  one,  anybody,  somebody,  etc. 

7.  Study  restrictive  or  additive  and  non-restrictive  clauses. 
Note  punctuation. 

8.  Devote  some  time  to  drill  in  parsing  pronouns.  The  in¬ 
structor  may  prepare  a  list  of  sentences  containing  blanks  which 
the  class  will  fill  with  I  or  me,  he  or  him,  they  or  them,  who  or 
whom. 

LESSON  Y. 

ADJECTIVES  AND  ADVERBS.  WORDS  AND  PHRASES. 

Review  classes  of  adjectives  and  adverbs  and  discuss  methods 
of  teaching  pupils  to  distinguish. 

2.  Notice  the  special  rules  for  the  use  of  a  and  an. 

3.  Review  comparison  and  call  attention  to  the  proper  use 
of  comparative  and  superlative  in  speech. 

4.  Discuss  methods  of  distinguishing  between  adverbs  and 


54 


COURSE  OF  STUDY 


adjectives  in  sentences  like  the  following:  The  fire  burns  bright. 
The  fire  burns  brightly. 

5.  Study  adjective  and  adverb  phrases  as  adjectives  and 
adverbs. 

6.  Review  rules  for  punctuation — the  use  of  comma  and 
semicolon. 

LESSON  VI. 

INFLECTION  OF  VERBS.  CONJUGATION. 

1.  Review  classification  of  verbs — transitive  and  intransi¬ 
tive.  Note  that  verbs  transitive  in  one  sense  may  be  intransitive 
in  another.  What  are  factitive  verbs? 

2.  Distinguish  between  the  copula  and  the  auxiliary . 

3.  What  are  weak  and  strong  verbs?  Redundants  and  De¬ 
fectives?  Impersonal  verbs? 

4.  Review  rules  for  the  agreement  of  subject  and  verb.  Il¬ 
lustrate  with  sentences  containing  compound  subjects,  collective 
nouns  as  subject  and  verb,  as:  The  father  as  well  as  the  children 
is  here. 

5.  Review  carefully  rules  for  the  use  of  shall  and  will,,  should 
and  would. 

6.  Discuss  the  use  of  the  passive  voice  in  composition,  as  in 
the  sentence :  They  were  given  their  freedom. 

7.  Make  a  practical  review  of  the  subjunctive  and  potential 
moods. 

8.  Review  sequence  of  tenses  in  subordinate  clauses. 

9.  The  class  should  be  able  to  write  the  conjugation  of  any 

verb. 

LESSON  VII. 

INFINITIVES  AND  PARTICIPLES. 

1.  The  Infinitive  and  the  Participle  are  both  verbs;  the  for¬ 

mer  is  used  as  a  noun,  the  latter  as  an  adjective.  The  verb  form  in 
ing,  if  a  noun,  as  in  the  sentence :  going  there  depends  upon 

my  father  giving  his  consent/’  cannot  be  a  participle  and  must  be 
an  infinitive. 

2.  Note  the  two  forms  of  the  Infinitive:  (1)  with  to  and 
(2)  in  ing.  Define  the  Infinitive  and  form  it  of  any  ten  words. 

3.  The  following  items  are  worthy  of  attention:  (1)  The 
preposition  to  is  not  part  of  the  infinitive,  but  its  so-called  sign. 
(2)  the  infinitive  is  found  in  verb  phrases  with  will,  shall,  may, 


COURSE  OF  STUDY 


55 


can,  must,  etc.,  as  in  the  sentence:  I  must  go.  (3)  The  infinitive 
has  two  tenses.  (4)  The  infinitive  has  three  uses. 

4.  Study  the  infinitive  in  all  its  different  uses  or  construc¬ 
tions. 

5.  Review  participles  and  illustrate  all  the  different  con¬ 
structions  for  the  participle. 

LESSON  VIII. 

PREPOSITIONS,  CONJUNCTIONS,  INTERJECTIONS. 

1.  Review  uses  of  prepositions.  Note  that  many  preposi¬ 
tions  are  also  conjunctions  and  adverbs. 

2.  Discuss  the  compound  preposition. 

3.  Review  classes  of  conjunctions. 

4.  Distinguish  between  conjunctions  that  merely  join  and 
those  which  have  an  adverbial  meaning  as  well. 

5.  Make  lists  of  correlatives. 

6.  Distinguish  between  the  real  interjection  and  nouns  or 
other  parts  of  speech  used  in  exclamation. 

LESSON  IX. 

CLAUSES  AS  PARTS  OF  SPEECH. 

1.  Discuss  methods  of  presenting  the  subordinate  clause  as 
a  part  of  speech. 

2.  Review  adjective  clauses,  introduced  by  relative  pronouns 
and  relative  adverbs;  adverbial  clauses  introduced  by  conjunctive 
adverbs  and  conjunctions. 

3.  Note  classification  of  adverb  clauses. 

4.  Review  all  the  constructions  which  noun  clauses  may  as¬ 
sume. 

5.  The  instructor  should  call  for  many  examples  of  complex 
sentences  taken  from  both  spoken  and  written  discourse. 

LESSON  X. 

ANALYSES,  PARSING,  PUNCTUATION. 

1.  Discuss  the  purpose  of  sentence  analysis.  Show  that  the 
anatysis  of  a  sentence  may  be  understood  by  a  student  of  any 
grammar  text,  while  too  much  dependence  upon  any  one  system  of 
diagraming  puts  him  at  a  disadvantage. 


56 


COURSE  OF  STUDY 


2.  Analyze  sentences  of  varying  degrees  of  difficulty. 

3.  Is  there  much  value  in  the  minute  analysis  and  parsing 
of  long  sentences? 

4.  Pay  especial  attention  to  correct  usage  of  adverbs  and 
adjectives. 

5.  The  instructor  should  give  as  much  time  as  can  be  spared 
noting  the  constructions  of  words  in  sentences.  Parse  the  nouns, 
pronouns,  and  verbs  of  sentences  used  in  previous  drills. 

6.  Note  the  principal  uses  of  the  four  main  marks  of  punc¬ 
tuation,  the  comma,  semicolon,  colon,  dash. 

7.  The  instructor  may  assign  a  page  from  any  text  to  be 
used  as  the  basis  for  drill  in  explanation  of  the  use  of  punctuation 
marks. 


LESSON  XI. 

LANGUAGE  IN  THE  PRIMARY  GRADES. 

Materials:  (1)  Subject  for  conversational  exercises.  (2) 

Stories.  (3)  Pictures.  (4)  Nature  study.  (5)  Manual  training. 
(6)  Heading  Lessons.  (7)  Poems.  (8)  Songs. 

1.  Suggest  subjects  for  conversational  lessons,  subjects  most 
intimately  connected  with  the  life  of  the  child. 

2.  Discuss  suitable  stories,  legends  and  fables  for  primary 
pupils. 

3.  Get  the  names  of  suitable  pictures  for  language  work. 

4.  How  may  the  nature  study  work  and  the  manual  training 
be  utilized  for  language  lessons? 

5.  Discuss  suitable  poems  and  songs  for  primary  grades. 

LESSON  XII. 

LANGUAGE  IN  THE  PRIMARY  GRADES.  METHODS. 

1.  Oral  expression  should  predominate  during  the  first  two 
years,  and  should  occupy  a  prominent  place  in  the  next  two  years. 
The  fault  of  much  language  work  is  that  the  teacher  talks  too 
much,  the  pupils  not  enough.  Discuss  methods  of  conducting 
conversational  exercises  to  overcome  this  fault.  How  shall  the 
teacher  correct  errors  in  speech?  How  shall  she  assist  the  child 
in  enlarging  his  vocabulary? 

2.  Stories  should  be  told  by  the  teacher  and  reproduced 
orally  by  the  pupils.  The  teacher  may  assist  by  questions  if  nec¬ 
essary. 


COURSE  OF  STUDY 


57 


3.  Pictures  frequently  suggest  stories  and  offer  good  material 
for  conversational  and-  reproduction  exercises. 

4.  Poems  and  songs  are  memorized. 

5.  The  first  written  language  work  should  be  given  under 
the  direct  supervision  of  the  teacher.  Single  sentences  are  first 
written  and  attention  paid  to  form,  penmanship,  the  beginning 
capital,  the  period. 

6.  The  instructor  may  very  profitably  conduct  model  recita¬ 
tions  illustrating  the  proper  way  to  conduct  the  lessons  suggested 
above. 

LESSON  XIII. 

LANGUAGE  IN  THE  INTERMEDIATE  GRADES.  MATERIAL. 

1.  Every  lesson  should  present  material  for  language  work 
in  the  third,  fourth,  fifth  and  sixth  grades.  Geography,  history, 
literature,  nature  study,  manual  training,  domestic  science  and 
art,  literature,  the  material  presented  at  the  daily  assembly  hour 
should  furnish  the  bulk  of  material  used  in  the  language  lessons. 
How  may  this  be  done? 

2.  Oral  work  should  not  be  neglected.  The  teacher  must 
use  tactful  methods  of  correcting  errors  in  speech.  Suggest  meth¬ 
ods.  Encourage  the  child  in  enlarging  his  speaking  and  writing 
vocabularies.  How? 

3.  Attention  should  be  paid  to  form  in  the  written  work. 
The  compositions  should  be  very  short,  and  very  carefully  written. 
Long  rambling  themes,  poorly  punctuated  and  carelessly  con¬ 
structed,  no  matter  how  original,  are  out  of  place  in  these  grades. 
Why? 

4.  Drill  on  capitals  and  punctuation  until  the  habit  of  cor¬ 
rect  writing  is  fixed.  How  teach  marks  of  punctuation? 

5.  Discuss  the  paragraph.  How  teach  paragraphing  to  the 
fourth  grade? 

6.  Have  pupils  memorize  poems  and  songs.  A  helpful  exer¬ 
cise  consists  in  writing  these  poems  from  memory,  paying  attention 
to  the  markings. 

LESSON  XIV. 

ORAL  COMPOSITION  AND  LITERATURE  IN  THE  GRAMMAR  GRADES. 

1.  Oral  work  in  composition  must  have  its  place  even  in  the 
upper  grammar  grades.  We  talk  much  more  than  we  write.  En¬ 
courage  conversation  in  the  assembly  hour,  using  current  events 


58 


COURSE  OF  STUDY 


and  topics  of  common  interest  as  a  basis.  Short  five-minnte  talks 
on  “How  to  build  a  coop,”  “How  to  test  yeast/’  etc.,  will  correlate 
the  industrial  and  composition  work.  Brief  arguments  assist  in 
organizing  thought.  Recitations  should  be  given  in  complete 
sentences. 

2.  What  are  the  aims  in  oral  composition? 

3.  Literature  should  serve  as  material  for  composition  work. 
The  teacher  should  read  to  the  class,  the  class  to  each  other  and 
her.  Encourage  freedom  of  expression  and  an  interested  happy 
attitude  toward  what  is  read.  Make  it  familiar. 

4.  Selections  should  be  memorized  and  recited. 

LESSON  XV. 

METHOD  OF  REPRODUCTION. 

1.  Oral  reproduction.  (1)  The  pupils  may  retell  the  story 
with  or  without  the  assistance  of  the  teacher’s  questions.  In 
what  grades  would  the  teacher  question?  What  is  the  value  of 
this  exercise? 

(2)  Of  what  value  is  dramatization?  Discuss  methods  of 
dramatizing  a  story.  How  much  freedom  should  be  allowed  the 
pupils  in  supplying  the  conversation? 

2.  Written  reproduction.  (1)  Dictation.  What  are  the  two 
methods?  In  what  grades  is  this  exercise  frequently  used?  What 
is  its  value?  (2)  Copying.  Of  what  value  is  copying?  Why 
should  accuracy  and  exactness  in  form  be  insisted  upon  ? 

LESSON  XVI. 

THE  USE  OF  THE  MODEL. 

The  model  should  be  used  in  composition  work  from  the 
fourth  grade  through  to  the  eighth. 

1.  In  the  fourth  grade  the  aim  should  be  to  imitate  the 
model  as  such.  It  should  be  presented  and  studied  with  a  view 
toward  its  imitation.  The  models  should  be  very  carefully  graded. 

2.  The  models  may  be  (1)  in  description,  a  single  object  as 
a  desk,  a  bookcase;  (2)  in  narration,  a  fable,  a  story;  (3)  in  ex¬ 
position— how  to  play  a  game,  how  to  bake  a  cake. 

3.  What  is  the  value  of  the  model  in  the  fourth  grade? 

4.  In  the  fifth  and  sixth  grades  the  model  may  be  studied 
with  a  view  to  guidance  in  original  work.  The  child  should  know 
the  subject  for  his  original  composition  while  he  is  studying  the 


COURSE  OF  STUDY 


59 


model.  This  subject  should  be  similar  to  the  subject  of  the  model. 

5.  Toward  the  end  of  the  sixth  year  there  should  be  less 
study  of  the  model  and  more  attention  paid  to  original  compo¬ 
sition. 

LESSON  XVII. 

WRITTEN  COMPOSITION. 

1.  An  important  consideration  in  composition  work  is  the 
subject.  Subjects  should  be  concrete,  personal,  definite.  Criticise 
the  following  subjects :  When  father  was  a  boy.  The  first  money 
I  ever  earned.  A  narrow  escape.  My  first  prize.  Character.  The 
wonderful  fountain-pen.  Courage. 

2.  Form.  Attention  must  be  directed  to  proper  capitaliza¬ 
tion,  spelling,  punctuation  and  paragraphing.  Discuss  methods 
of  increasing  vocabularies.  What  attention  should  be  paid  to  sen¬ 
tence  structure,  to  the  co-ordination  and  subordination  of  parts? 

3.  Too  critical  attention  to  form  will  preyent  free  expres¬ 
sion;  slovenly  work,  however,  should  never  be  accepted.  Do  not 
lose  sight  of  the  necessity  of  drilling  on  common  errors  of  speech. 

4.  The  child  should  feel  that  his  teacher  appreciates  and  en¬ 
joys  his  composition,  hence  the  correction  of  compositions  should 
be  carefully  done.  Suggest  and  discuss  methods  of  correcting 
themes.  What  should  the  child  get  from  these  corrections? 

5.  Goldwasser  suggests  the  following  devices  for  composition 
exercises:  (1)  Unfinished  Stories.  (2)  Imaginary  Adventures. 
(3)  Description  of  Pictures  in  Poems.  (4)  The  Picture  Gallery. 
(5)  Imaginary  Autobiographies.  (6)  Dramatic  Compositions. 
(7)  Moving  Pictures.  (8)  The  Class  Newspaper.  (9)  Geogra- 

phy. 

LESSON  XVIII. 

LETTER  WRITING.  THE  FORMS  OF  DISCOURSE. 

1.  In  what  grades  does  letter  writing  form  part  of  the  com¬ 
position  work?  What  is  the  particular  value  of  the  letter  as  an 
exercise  in  composition?  What  attention  should  be  paid  to  form? 
What  should  the  content  be  in  different  grades?  How  make  let¬ 
ter  writing  interesting  to  pupils? 

2.  In  the  grammar  grades  the  four  forms  of  discourse  should 
be  recognized  as  such — and  the  compositions  classified.  Literature 
read  in  class  should  also  be  identified  with  one  of  the  four  forms. 


•60 


COURSE  OF  STUDY 


LESSON  XIX. 

METHODS  OF  TEACHING  GRAMMAR. 

1.  The  Course.  The  teacher  should  prepare  a  course  in 
grammar  which  gives  due  emphasis  to  important  things.  The 
grammar  presented  in  the  seventh  and  eighth  grades  is  usually 
too  abstruse,  hence  impractical. 

2.  What  things  are  most  essential  in  the  study  of  grammar? 
Where  should  the  study  of  the  element  of  a  sentence  be  introduced? 
What  is  supposed  to  be  the  aim  in  teaching  technical  grammar? 
Why  is  grammar  a  dry  subject?  How  can  it  be  made  interesting? 

3.  Grammar  should  be  taught  inductively.  Illustrations 
should  be  taken  from  daily  speech. 

4.  Write  an  outline  for  five  lessons  in  grammar.  (1)  The 
compound  sentence.  (2)  The  transitive  verb.  (3)  The  Infinitive. 
(4)  The  Adjective  Phrase.  (5)  The  Attribute  Complement. 

LESSON  XX. 

A  REVIEW. 

1.  Text  Books.  Nothing  assists  a  teacher  so  much  as  a 
knowledge  of  the  contents  of  a  number  of  different  texts.  Know 
how  different  grammarians  dispose  of  difficult  points. 

2.  Do  you  know  when  to  use  who  and  when  whom?  Note 
in  Lesson  XX  of  the  course  for  third  grade  certificate. 

3.  Do  your  pupils  answer  with  a  rising  inflection?  Many 
teachers  are  guilty  of  this  habit. 

4.  Can  your  pupils  write  a  good  examination?  Do  they 
know  about  margins,  the  proper  numbering  of  questions,  how  to 
paragraph  ? 

5.  Do  you  waste  time  in  useless  diagraming  and  lengthy  dis¬ 
cussions  of  minor  points? 

6.  Will  your  pupils  be  able  to  apply  their  knowledge  of  gram¬ 
mar  when  they  reach  the  high  school? 


ENGLISH  GRAMMAR 


THIRD  GRADE. 

'Prepared  by  Miss  Jean  Forsyth ,  Neiv  Mexico  State  Normal r 
Silver  City ,  N.  M. 

Any  English  Grammar  will  serve  as  a  text  for  the  following 
lessons.  Each  teacher  should  have  a  copy  of  Scott-Sonthworth 
Lessons  in  English,  Book  II. 

LESSON  I. 

THE  RELATION  OF  LANGUAGE  AND  GRAMMAR. 

1.  What  language  or  languages  do  your  pupils  speak? 

2.  Do  you  know  a  language  other  than  the  English?  Do 
you  know  its  grammar? 

3.  Does  the  language  make  the  grammar  or  the  grammar 
the  language?  Which  should  be  taught  first?  Why? 

4.  Define  (1)  Grammar ,  (2)  language ,  (3)  letter ,  (4)  word,. 
(5)  sentence. 

5.  Of  what  value  is  the  study  of  language?  Of  grammar? 

LESSON  II. 

MATERIAL  FOR  LANGUAGE  LESSONS. 

1.  Make  plans  to  show  how  you  would  use  the  following  ma¬ 
terial  for  language  work:  (1)  Observation.  (2)  Nature  Study. 
(3)  Stories.  (4)  Pictures.  (5)  Poems.  (6)  Games.  (7)  Read¬ 
ing  Lessons.  (8)  History.  (9)  Letters.  (10)  Industrial  work. 

2.  Where  and  how  can  you  get  the  above  material? 

LESSON  III. 

FORMAL  LANGUAGE  WORK  IN  THE  GRADES. 

1.  When  should  the  first  writing  be  done? 

2.  Why  should  accuracy  and  exactness  be  the  aim  rather 
than  originality  in  the  first  written  composition  work? 


62 


COURSE  OF  STUDY 


3.  Give  the  general  rules  for  punctuation  and  capitaliza¬ 
tion,  and  discuss  methods  of  teaching. 

4.  How  do  you  correct  errors  of  speech  made  by  the  younger 
pupils? 

5.  When  should  you  teach  paragraphing,  and  how? 

LESSON  IY. 

SENTENCES. 

1.  How  are  sentences  classified  as  to  meaning?  Define  and 
illustrate  each  class. 

2.  Sentences  are  (1)  simple,  (2)  compound,  (3)  complex. 
Define  and  illustrate  each. 

3.  Define  and  illustrate  the  clause:  (1)  Independent,  (2) 
dependent,  (3)  subordinate. 

4.  What  kind  of  connectives  are  used  (1)  in  complex  sen¬ 
tences,  (2)  in  compound  sentences. 

5.  Review  rules  of  punctuation  for  each  kind  of  sentence. 

6.  AVhat  are  (1)  adjective  clauses,  (2)  adverb  clauses?  Il¬ 
lustrate. 

7.  What  parts  of  speech  introduce  adjective  and  adverb 
clauses? 

8.  What  are  noun  clauses?  Write  sentences  containing  noun 
clauses  (1)  as  subject,  (2)  as  object  complement,  (3)  as  object  of 
a  preposition. 

LESSON  Y. 

SUBJECT  AND  PREDICATE. 

1.  Define  (1)  Subject,  (2)  Predicate. 

2.  What  is  meant  by  (1)  simple  subject,  (2)  simple  predi¬ 
cate,-  (3)  modified  subject,  (4)  modified  predicate,  (5)  compound 
subject,  (6)  compound  predicate? 

3.  What  is  the  usual  order  of  subject  and  predicate  in  a 
sentence  ? 

4.  Find  the  subjects  of  all  sentences  used  previously. 

5.  Find  all  the  predicates  of  sentences  previously  brought 
to  class. 

G.  What  are  the  subjects  and  predicates  of  the  following 
sentences : 

(1)  It  is  too  cold  to  rain. 

(2)  There  is  a  house  a  mile  away. 


COURSE  OF  STUDY 


63 


(3)  When  do  you  expect  her? 

(4)  Call  your  dog  back. 

(5)  Hurry!  Why  are  you  waiting? 

LESSON  VI. 

THE  PARTS  OF  SPEECH. 

1.  Name  the  parts  of  speech.  What  part  of  speech  is  the 
infinitive  and  the  participle? 

2.  Write  sentences  containing  all  the  parts  of  speech.  Which 
parts  are  most  important?  Why? 

3.  What  parts  of  spee'ch  are  used  largely  for  subjects  and 
predicates  of  sentences? 

4.  How  are  the  other  parts  of  speech  used  in  the  sentence? 

5.  Write  sentences  to  show  that  words  may  be  sometimes 
one  part  of  speech,  sometimes  another.  Use  sleep  as  noun  and 
verb;  round  {noun,  adjective,  verb,  adverb) ;  high  {adjective,  ad¬ 
verb)  ;  well  {adjective,  adverb);  some  {adjective,  pronoun).  Men¬ 
tion  ten  other  such  words. 

LESSON  VII. 

NOUNS. 

1.  Define  (1)  noun,  (2)  inflection,  (3)  declension. 

2.  Into  what  classes  are  nouns  divided?  Illustrate  each 
class. 

3.  Name  the  properties  or  modifications  of  the  noun.  De¬ 
fine  each. 

4.  State  the  rule  for  the  agreement  of  the  subject  of  a  sen¬ 
tence  and  the  verb  in  the  predicate. 

5.  Write  sentences  containing  nouns  in  the  first  person. 

6.  What  are  the  cases  of  English  nouns? 

7.  Write  sentences  showing  all  the  constructions  in  which 
(1)  the  nominative  case  is  found,  (2)  the  objective  case. 

8.  Give  the  rules  for  forming  the  possessive. 

9.  The  instructor  may  well  devote  ten  or  fifteen  minutes  to 
a  spelling  lesson  in  which  the  singular  noun  is  pronounced  and 
the  plural  form  written  by  the  class. 


64 


COURSE  OF  STUDY 


LESSON  VIII. 

PRONOUNS. 

1.  Define  pronoun.  Name  and  illustrate  four  classes  of  pro¬ 
nouns. 

2.  Decline  the  personal  pronouns. 

3.  Write  sentences  containing  personal  pronouns:  (1)  in 
subject,  (2)  as  attribute  complement,  (3)  as  object  complement. 

4.  What  are  compound  pronouns?  How  are  they  formed? 
Illustrate  their  use. 

5.  When  are  adjective  pronouns  adjectives  and  when  pro¬ 
nouns  ? 

G.  What  is  an  antecedent?  State  the  rule  for  the  agreement 
of  antecedent  and  pronoun. 

7.  Fill  the  following  blanks  with  personal  pronouns  of  the 
first  and  third  person  and  give  reasons  for  your  choice: 

(a)  This  is - talking. 

(b)  Is  it - you  accuse? 

(c)  He  asked  John  and - to  go. 

(d)  Do  you  want  Mary  and - to  practice? 

(e)  They  gave  the  book  to  you  and - — . 

8.  Fill  the  following  blanks  with  who  or  whom,  giving  reas¬ 
ons  for  your  choice: 

(a)  - did  you  say  won? 

(b)  - do  you  think  I  saw  today? 

(c)  - do  you  mean? 

(d)  - do  you  think  is  the  best  doctor  in  town? 

(e)  The  question  of - should  be  selected  arose. 

(f)  The  man - 1  thought  was  my  friend  de¬ 

ceived  me. 

LESSON  IX. 

ADJECTIVES  AND  ADVERBS. 

1.  Name  and  define  the  classes  of  adjectives. 

2.  Write  sentences  to  show  how  adjectives  may  be  used  (1) 
to  modify  nouns,  (2)  in  predicate. 

3.  Give  rules  for  the  use  of  articles  and  their  pronunciation 
in  reading. 

4.  What  is  comparison?  Name  and  illustrate  the  degrees 
of  comparison. 


COURSE  OF  STUDY 


65 


5.  Write  sentences  to  illustrate  the  use  of  the  comparative 
and  the  superlative. 

6.  Compare  the  following  adjectives:  evil,  far,  good,  late, 
much,  little. 

7.  How  are  adverbs  classified?  Illustrate  each  class. 

8.  Explain  regular  and  irregular  comparison.  How  are  most 
adverbs  compared? 

LESSON  X. 

VERBS. 

1.  Define  (1)  verb,  (2)  verb-phrase,  (3)  auxiliary. 

2.  What  office  in  the  sentence  is  filled  by  the  verb? 

3.  What  is  meant  by  regular  and  irregular  verbs?  Illustrate. 

4.  Make  a  list  of  ten  transitive  and  ten  intransitive  verbs. 

5.  Name  the  modifications  of  the  verb. 

6.  What  is  meant  by  tense  ?  Name  the  simple  tenses.  Name 
the  complete  or  compound  tenses. 

7.  What  determines  the  person  and  number  of  a  verb?  Give 
the  rule  for  agreement  of  verb  and  subject. 

8.  Conjugate  the  verb  strike  in  the  indicative  mood,  active 
voice. 

9.  Fill  the  blanks  with  verbs  and  give  reasons  for  your 
choice : 

(1)  Each  of  the  suspected  men - held. 

(2)  Neither  he  nor  she - here. 

(3)  One  or  the  other  of  those  boys - taken  it. 

(4)  Tom  as  well  as  his  sisters - present. 

(5)  A  number  of  pupils - waiting. 

(6)  The  number  of  seats - small. 

LESSON  XI. 

VERBS,  CONTINUED. 

1.  Define  voice. 

2.  Write  ten  sentences  containing  transitive  verbs  in  both 
active  and  passive  voice. 

3.  Some  verbs  which  are  transitive  in  one  sense  may  be  in¬ 
transitive  in  another.  Give  examples. 

4.  What  is  meant  by  the  principal  parts  of  a  verb?  Give 
the  principal  parts  of  lie,  lay,  sit,  set,  take,  do,  sing,  teach,  learn, 
he,  know,  throw,  ought. 

5.  What  is  meant  by  the  progressive  form  of  the  verb?  The 
emphatic  verb-phrase? 


66 


COURSE  OF  STUDY 


6.  Describe  the  different  moods.  Write  sentences  to  illus¬ 
trate  the  use  of  each. 

7.  Review  rules  for  the  use  of  shall  and  will,  would  and 
should. 

8.  Fill  the  blanks  with  verbs  and  give  reasons  for  your 
choice : 


(1) 

I 

- go  to  town  this  afternoon. 

(2) 

— you  ride  today? 

(3) 

He  said  he  thought - fail. 

(4) 

— I  borrow  your  pen? 

(5) 

— I  finish  your  work  now? 

(6) 

I 

- not  do  it  again,  I  promise  you. 

(7) 

— you  please  take  your  seat? 

LESSON  XII. 

INTERJECTION'S,  PREPOSITIONS,  CONJUNCTIONS. 

1.  Define  (1)  interjection,  (2)  preposition,  (3)  conjunction. 

2.  When  is  0  used  and  when  Oh? 

3.  Write  three  sentences  containing  interjections. 

4.  Define  prepositional  phrase.  May  a  prepositional  phrase 
be  also  an  adjective  phrase?  An  adverb  phrase?  Illustrate  in 
sentences. 

5.  Name  and  define  two  classes  of  conjunctions. 

6.  Write  three  sentences  containing  a  compound  subject, 
three  containing  a  compound  predicate. 

7.  Review  rules  for  punctuation  of  compounds. 

8.  Write  sentences  using  the  following  words  as  indicated: 
for  (preposition,  conjunction;  since  (conjunction,  adverb,  prepo¬ 
sition)  ;  until  (relative  or  conjunction,  adverb,  preposition)  ;  hut 
(preposition). 

LESSON  XIII. 

MODIFIERS. 

1.  The  noun  may  be  modified  by  (1)  another  noun  (two 
ways),  (2)  adjective,  (3)  pronoun,  (4)  phrase,  (5)  clause.  Write 
sentences  illustrating  each  modifier  of  the  noun. 

2.  The  adjective  and  adverb  may  be  modified  by  an  abverb. 
Illustrate. 

3.  The  verb  may  be  modified  by  (1)  an  adverb,  (2)  noun, 
(3)  phrase,  (4)  clause.  Illustrate. 


COURSE  OF  STUDY 


67 


4.  The  phrase  may  be  modified  by  an  adverb.  Illustrate. 

5.  Review  rules  for  the  order  of  adjectives  and  adverbs. 

6.  What  changes  are  made  in  the  punctuation  when  the  natu¬ 
ral  order  of  modifiers  is  changed? 

7.  Point  out  and  classify  the  modifiers  in  sentence  found 
on  any  page  of  your  history  or  civics  text. 

LESSON  XIV. 

COMPLEMENTS. 

1.  What  is  meant  by  complement? 

2.  Define,  (1)  object  complement,  (2)  attribute  complement, 
(3)  objective  complement. 

3.  What  kind  of  verbs  take  object  complements?  Attribute 
complements?  Objective  complements? 

4.  Write  five  sentences  containing  both  a  direct  and  an  in¬ 
direct  object. 

5.  Change  the  form  of  the  verbs  in  4  to  the  passive.  What 
disposition  is  made  of  objects  and  subjects? 

6.  Change  the  verbs  in  sentences  of  question  6  from  active 
to  passive.  What  disposition  is  made  of  subject,  object  comple- 

-  ment,  objective  complement. 

8.  Point  out  the  complements  in  any  page  of  any  text  book. 

LESSON  XV. 

PArtTICIPLES. 

1.  Define  participle. 

2.  Write  sentences  to  show  the  participle  as  an  adjective 
modifier. 

3.  Illustrate  the  use  of  the  participle  in  the  following  con¬ 
structions:  (a)  in  verb  phrase;  (5)  as  subjective  complement. 

4.  How  may  the  participle  be  used  as  the  objective  comple¬ 
ment?  Write  sentences  to  illustrate.  Take  these  sentences  from 
spoken  discourse  and  from  texts  other  than  the  grammar. 

5.  The  term  participle  should  be  confined  to  the  verb  form 
used  as  adjective,  the  terms  nounal  verb,  gerund  being  used  to 
name  the  verb  forms  in  ing  used  as  nouns. 

6.  Write  two  sentences  showing  the  use  of  the  absolute  or 
independent  participial  phrase.  What  is  the  case  of  nouns  in 
such  phrases  ? 

7.  What  parts  of  speech  may  modify  the  participle? 


63 


COURSE  OF  STUDY 


LESSON  XVI. 

INFINITIVES. 

1.  Notice  that  in  giving  the  principal  parts  of  verbs  the 
first  form  is  one  of  the  infinitive  forms  and  that  this  form  of  the 
verb  is  always  used  in  verb  phrases,  with  the  auxiliaries  shall,  will, 
might ,  must ,  could,  etc. 

2.  Write  the  two  infinitive  forms,  (1)  the  infinitive  with  to 
and  (2)  the  infinitive  in  ing  of  any  list  of  verbs. 

3.  Point  out  the  infinitive  form  in  the  following  sentences: 

(1)  I  could  not  do  that. 

(2)  I  shall  go  to  town  this  afternoon. 

(3)  Way  I  see  your  book? 

4.  Note  that  the  to  is  merely  the  sign  of  the  infinitive,  not 
part  of  it. 

5.  Define  the  infinitive.  What  are  its  two  tenses?  Define 
the  gerund.  What  may  modify  the  infinitive?  Illustrate. 

6.  The  infinitive  may  be  used  in  various  noun  constructions. 
Illustrate. 

7.  The  infinitive  may  be  used  as  an  adjective  or  adverbial 
modifier.  Illustrate. 

8.  The  infinitive  may  be  used  with  a  so-called  subject  after 
verbs  of  wishing,  commanding  and  the  like.  Write  sentences  to 
illustrate  this  use. 

9.  Write  sentences  to  illustrate  all  the  constructions  of  the 
gerund. 

LESSON  XVII. 

ANALYSIS  AND  DIAGRAMING. 

1.  What  is  meant  by  analysis? 

2.  What  is  the  value  of  sentence  analysis? 

3.  Work  out  a  short  practical  form  of  analysis  and  analyze 
sentences  that  the  instructor  may  select  from  those  already  given 
by  the  class. 

4.  Analyze  sentences  of  varying  difficulty.  Give*  as  much 
time  as  possible. 

5.  The  system  of  marking  sentences  in  the  Scott  and  South- 
worth  Grammar  is  superior  to  the  old  line  diagraming  system. 
Why? 

6.  TIse  the  new  system  enough  to  understand  reasons  for  the 
choice  of  particular  lines. 


COURSE  OF  STUDY 


69 


7.  Too  much  dependence  on  the  diagram  is  a  serious  mis¬ 
take.  Why  ? 

8.  How  much  time  do  you  give  to  diagraming  in  your  gram¬ 
mar  classes? 

LESSON  XVIII. 

PARSING. 

1.  Define  (1)  parsing,  (2)  syntax. 

2.  What  is  meant  by  the  construction  of  a  word  in  the  sen¬ 
tence  ?  Parse  all  the  nouns  and  pronouns  in  the  following  sen¬ 
tences  : 

(1)  None  are  all  evil. 

(2)  What  does  this  mean?  Who  are  you? 

(3)  Liberty!  Freedom!  Tyranny  is  dead! 

(4)  Mary,  did  you  give  me  this  book? 

(5)  John,  the  new  pupil,  goes  home  that  way. 

(6)  My  heart  is  like  a  singing  bird. 

(7)  I  have  lived  my  life. 

(8)  Thou  mightst  call  him  a  goodly  person.  • 

(9)  I  commanded  him  to  be  silent. 

(10)  Ha!  here  is  Hepzibah  herself! 

3.  Parse  the  verbs,  adverbs  and  adjectives  in  the  following 
sentences : 

(1)  The  old  shingles  were  black  with  moisture. 

(2)  The  company  grew  merrier  and  louder  as  their 

jokes  grew  duller. 

(3)  She  must  be  more  careful. 

(4)  When  shall  we  three  meet  again? 

(5)  Swiftly  they  glided  along. 

(6)  I  shall  have  been  seen  by  that  time. 

(7)  He  had  heard  those  voices  before. 

(8)  She  is  taller  than  I. 

LESSON  XIX. 

REVIEW. 

Select  the  correct  form  and  explain  why  correct : 

1.  He  thought  the  burglars  were  (they)  (them). 

2.  Everybody  thinks  (his)  (their)  own  way  is  wise. 

3.  If  anybody  has  a  better  plan  let  (them)  (him)  speak  now. 

4.  It  is  (I)  (me). 


70 


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5.  I  told  Mary  (whom)  (who)  I  knew  would  keep  my  secret. 

6.  I  told  Mary  (whom)  (who)  I  knew  I  could  trust. 

7.  He  left  without  (anyone)  (anyone’s)  knowing. 

8.  Some  of  (us)  (we)  boys  are  going. 

9.  (Us)  (we)  girls  are  going  too. 

10.  He  helped  my  mother  and  (I)  (me). 

11.  Mary  writes  faster  than  (I)  (me). 

12.  I  had  (laid)  (lain)  down  to  rest. 

13.  The  yeast  will  not  (raise)  (rise)  if  it  is  too  cold. 

14.  Let  me  (sit)  (set)  it  down  for  you. 

15.  That  present  is  for  John  and  (1)  (me). 

16.  When  anyone  is  talking,  it  is  bad  manners  to  interrupt 

(them)  (him). 

17.  (Whom)  (Who)  do  you  suppose  I  am? 

18.  (Who)  (Whom)  do  you  think  I  mean? 

19.  I,  who  (am)  (is)  a  beginner,  cannot  compete  with  you. 

who - an  expert. 

20.  He  believes  the  author  to  be  (me)  (I). 

LESSON  XX. 

SUGGESTIONS. 

1.  Send  for  the  state  course  of  study  of  this  and  other 
states;  you  will  find  excellent  material  for  language  and  grammar 
work. 

2.  Insist  upon  accuracy  and  exactness.  Do  not  accept  slov¬ 
enly  work.  Correct  errors  in  speech  in  a  tactful  way  but  correct 
them. 

3.  Learn  to  do  without  a  text  in  presenting  work  to  the 
class.  Prepare  each  lesson  yourself  before  class  time. 

4.  Teach  grammar  inductively;  present  the  idea,  then  the 
name,  and  from  the  presentation  form  the  definition. 

5.  Take  your  illustrations  and  examples  from  the  conversa¬ 
tion  of  yourelf  and  your  pupils. 

6.  A  good  strong  course  in  language  is  the  best  preparation 
for  grammar  that  a  student  can  have. 


GEOGRAPHY 


FIRST,  SECOND  AND  THIRD  GRADES. 

Prepared  by  Supt.  C.  C.  Hill,  Roswell,  N.  M. 

This  outline  is  based  upon  Tarr  and  McMiirray’s  Second 
Book — the  adopted  text. 


LESSON  I. 

MATHEMATICAL  GEOGRAPHY. 

1.  Describe  the  surface  of  the  earth.  Its.  proportion  of  land 
and  water.  Circumference.  Diameter. 

2.  Name  two  movements  of  the  earth.  The  results  of  these 
movements. 

3.  Define  (1)  latitude;  (2)  longitude;  (3)  meridian;  (4) 
prime-meridian;  (5)  parallels;  (6)  axis;  (7)  pole;  (8)  hemi¬ 
sphere;  (9)  equator. 

4.  Which  of  the  above  are  natural  and  which  are  conven¬ 
tional  distinctions?  What  are  the  best  methods  of  teaching  this 
lesson  to  a  class? 

5.  Discuss  the  effect  of  latitude  on  various  crops.  Corn ; 
tobacco;  fruits. 

6.  Explain  the  variation  in  calendar  in  relation  to  the  move¬ 
ments  of  the  earth. 

7.  Discuss  the  system  of  land  description.  What  is  meant 
by  “Township  South”  and  “Range  East”? 

LESSON  II. 

1.  What  is  meant  by  the  growth  of  a  continent?  (1)  its 
birth;  (2)  its  early  history;  (3)  its  later  life. 

2.  From  what  source  has  the  knowledge  of  this  growth  been 
learned? 

3.  Discuss  the  formation  of  coal.  Define  peat;  lignite;  an¬ 
thracite  ;  bituminous. 

4.  Discuss  the  formation  of  mountains  as  to  causes.  Com¬ 
pare  the  Appalachians  and  Cordilleras,  (1)  as  to  age;  (2)  as  to 
altitude;  (3)  as  to  ruggedness. 


72 


COURSE  OP  STUDY 


5.  Describe  mesas  and  their  surroundings.  How  formed? 
Compare  a  mesa  and  canyon.  How  were  volcanoes  formed? 

6.  Discuss  glaciers  (1)  as  to  origin;  (2)  as  to  work.  Give 
proofs  of  the  “Great  Ice  Age.” 

7.  Give  origin  of  icebergs.  What  becomes  of  them? 

8.  Discuss  the  value  of  relief  maps.  Name  other  devices 
that  may  be  used  touching  the  facts  in  this  lesson. 

9.  What  are  contour  maps?  Industrial  maps? 

10.  What  per  cent  of  the  world’s  population  live  in  lowland 
countries,  and  why? 

11.  Discuss  sunlight  and  its  action  on  plants.  How  is  all 
plant  food  formed? 


LESSON  III. 

1.  Atmosphere:  What  processes  depend  on  atmosphere? 
What  is  known  of  its  height?  Why  is  atmosphere  a  part  of  the 
earth?  How  does  its  density  vary? 

2.  Climate:  Discuss  its  influence  on  plant  life.  (2)  Its 
influence  on  animal  life. 

3.  Discuss  and  explain  (1)  trade  winds;  (2)  calms;  (3) 
cyclones;  (4)  monsoons. 

4.  Distinguish  between  heat  zones  and  light  zones. 

5.  Discuss  the  relation  of  wind  to  rainfall. 

6.  Name  five  oceans  and  five  large  currents,  locating  each. 

7.  What  determines  the  movements  of  ocean  currents?  Dis¬ 
cuss  their  influence  on  climate. 

8.  How  have  geographical  conditions  affected  man’s  pro¬ 
gress?  Give  some  examples  of  the  effects  of  geographical  condi¬ 
tions  on  the  distribution  of  plants;  of  animals;  on  man’s  way  of 
living. 

9.  What  was  the  condition  of  the  Indians  found  in  this 
country.  Give  reason  for  such  condition. 

LESSON  IV. 

PLANTS,  ANIMALS  AND  MAN. 

1.  Name  and  locate  the  races  of  mankind.  Name  the  races 
that  mostly  differ  from  each  other. 

2.  Discuss  the  following:  (1)  savagery;  (2)  barbarism; 
(3)  civilization. 

3.  Name  and  discuss  five  religious  beliefs  of  mankind  and 
the  portions  of  the  earth  where  each  of  these  predominates. 


COURSE  OF  STUDY 


73 


4.  Name  seven  chief  industries  of  man.  Locate  portions  of 
the  United  States  that  are  noted  for  each. 

5.  Give  reasons  why  the  American  Indian  did  not  become  a 
more  powerful  race.  Show  the  value  of  the  domesticated  animal 
in  the  development  of  a  country  or  a  people. 

6.  Give  examples  to  illustrate  how  geographical  conditions 
hinder  distribution  of  plants  and  animals.  Show  how  they  affect 
man’s  way  of  living. 

7.  Name  five  characteristic  animals  (1)  of  Australia;  (2) 
South  America;  (3)  Africa;  (4)  Eurasia;  (5)  North  America. 

8.  What  is  the  nature'  of  the  life  forms  of  islands  ?  of  the 
life  forms  of  the  ocean? 

9.  What  portions  of  the  world  have  produced  the  most  in¬ 
telligent  and  energetic  people,  and  why? 

10.  Give  reasons  for  the  predomination  of  English-speaking 
people  in  North  America. 

11.  Define  (1)  monarchy;  (2)  republic;  (3)  pure  democracy; 
give  an  example  of  each. 


LESSON  V. 

NORTH  AMERICA. 

1.  Describe  the  principal  river  systems  of  North  America. 

2.  Locate  the  zones  of  each  of  the  three  countries  of  North 
America,  by  parallels.  How  many  degrees  of  latitude  of  each? 
of  longitude? 

3.  Name  an  arid  region  of  North  America  and  state  why  it 
is  so.  Name  a  fertile  region  and  state  why  it  is  so. 

4.  What  forces  are  at  work  to  decrease  the  acreage  of  arid 
regions?  What  regions  are  unproductive  because  of  being  (1)  too 
cold;  (2),  too  dry;  (3)  too  swampy;  (4)  too  rocky? 

5.  Name  all  the  waters  that  surround  North  America. 

6.  What  portion  of  North  America  is  engaged  in  producing 
(1)  staple  food;  (2)  lumber;  (3)  iron;  (4)  coal;  (5)  cotton; 
(6)  gold  and  silver? 

7.  Discuss  the  Texas  Norther,  the  Chinook  wind,  the  cy¬ 
clone.  the  periodical  rains  of  the  Pacific  coast,  the  blizzard  and  the 
cold  and  warm  waves. 

8.  Why  is  the  western  half  of  the  United  States  so  thinly 
inhabited  ? 

9.  Give  a  detailed  description  of  one  reclamation  project  in 
North  America. 

10.  Define  tillage.  Scientific  dry  farming. 


74 


COURSE  OP  STUDY 


11.  Name  the  vegetative  organs.  Give  three  general  classes 
of  plants.  Describe  the  plants  of  the  far  north. 

12.  Draw  an  outline  map  of  North  America,  showing  the 
main  mountains,  rivers,  lakes,  etc. 

LESSON  VI. 

UNITED  STATES. 

1.  Draw  a  map  of  the  United  States. 

2.  Point  out  on  map  the  following  regions:  (1)  grain,  (2) 
cotton,  (3)  grazing,  (4)  coal,  (5)  gold,  silver  and  copper,  (6) 
lumber,  (7)  truck  farming. 

3.  Discuss  the  natural  and  artificial  forces  that  adapt  each 
region  to  the  above  mentioned  products. 

4.  Describe  all  territory  belonging  to  the  United  States  that 
is  not  incorporated  in  State  government. 

5.  What  is  our  population  and  how  does  it  compare  with 
Germany? 

6.  Show  the  danger  of  “Unrestricted  Foreign  Immigration.” 

7.  What  class  of  immigrants  are  barred  from  our  shores? 
Why? 

8.  Discuss  the  present 'distribution  of  population  of  the  U.  S. 

9.  What  form  of  government  is  the  United  States?  Name 
and  discuss  its  three  branches.  Mention  the  leading  offices  of  each 
branch. 

10.  Name  the  plant  fiber  crops.  What  fiber  crop  is  produced 
in  New  Mexico  from  a  plant?  Name  two  fiber-producing  animals 
common  in  New  Mexico. 

11.  Name  the  several  groups  of  States  as  arranged  by  Tarr 
&  McMurray.  Discuss  the  principal  industries  of  each  group.  To 
which  group  does  New  Mexico  belong? 

12.  What  possessions  were  obtained  by  the  United  States  as 
a  result  of  the  war  with  Spain? 

LESSON  VII. 

NEW  MEXICO. 

1.  Draw  an  outline  map  of  New  Mexico,  indicating  (1) 
mountain  ranges;  (2)  rivers;  (3)  five  largest  cities;  (4)  show  all 
counties. 

2.  Name  three  principal  occupations  of  the  people  of  New 
Mexico.  Which  do  you  consider  the  most  important? 


COURSE  OP  STUDY 


75 


3.  Locate  the  irrigated  districts  of  the  state.  Discuss  two 
methods  of  irrigation. 

4.  What  portions  of  New  Mexico  are  favorable  for  the  fol¬ 
lowing  named  crops:  (1)  alfalfa;  (2)  Kaffir  corn,  milo  maize 
and  Soudan  grass;  (3)  wheat? 

5.  What  reclamation  projects  has  the  United  States  gov¬ 
ernment  undertaken  in  New  Mexico?  With  what  degree  of  suc¬ 
cess? 

6.  What  New  Mexico  streams  are  a  part  of  the  following 
river  systems:  (1)  Mississippi;  (2)  Rio  Grande;  (3)  Colorado? 

7.  Name  the  county  seat  of  each  county.  Name  all  officers 
of  the  state.  Name  the  officers  of  your  own  county. 

8.  What  kind  of  forage  crops  in  New  Mexico  enrich  the 
soil?  Describe  a  silo  and  silage.  Name  some  root  crops  in  New 
Mexico.  Discuss  the  fruit  production  of  the  state. 

9.  What  minerals  are  successfully  mined  in  New  Mexico? 

10.  Name  and  trace  the  railroads  in  the  state.  What  is  the 

area  of  New  Mexico?  Of  your  county? 

LESSON  VIII. 

MEXICO,  CENTRAL  AND  SOUTH  AMERICA. 

1.  Name  the  Central  America  countries.  Which  is  the  larg¬ 
est?  The  smallest? 

2.  Give  some  important  facts  about  the  history  of  Mexico; 
about  present  conditions  in  that  country. 

3.  Describe  the  State  of  Panama.  The  Canal.  The  gov¬ 
ernment  of  the  Canal  Zone.  What  are  the  difficulties  encountered 
in  operating  the  canal  and  the  cause  of  them  ? 

4.  Draw  map  of  South  America.  Compare  with  North 
America  in  (1)  extent  of  latitude;  (2)  longitude;  (3)  climate; 
(4)  rainfall;  (5)  river  systems;  (6)  occupations  of  the  people. 

5.  Which  do  you  consider  the  most  progressive  country  of 
South  America,  and  why? 

6.  What  are  the  prevailing  kinds  of  government  in  South 
America?  What  do  you  understand  is  the  meaning  of  President 
Wilson’s  “Pan  American  Doctrine”  as  applied  to  South  and  Cen¬ 
tral  American  countries?  How  does  it  differ  from  the  “Monroe 
Doctrine”  ? 

7.  Name  all  the  countries  of  South  America.  Give  reasons 
why  South  America  has  been  much  less  rapidly  settled  than  North 
America. 

8.  Name  some  products  of  South  America  that  are  not  com- 


76 


COURSE  OF  STUDY 


mon  in  North  America.  Name  five  islands  near  the  coast  of  South 
America. 

9.  Compare  the  western  highlands  of  North  and  South 
America,  (1)  as  to  general  height;  (2)  height  of  peaks;  (3)  as  to 
probable  age;  (4)  extent  of  plateau. 

10.  Would  you  devote  as  much  time  to  the  study  of  our  na¬ 
tion  as  to  the  study  of  England  or  Germany?  Why? 

11.  Would  you  devote  as  much  time  to  the  study  of  South 
and  Central  America  as  to  the  study  of  countries  in  Eurasia? 
Why? 

12.  Give  some  reasons  for  special  emphasis  to  be  given  in 
our  schools  to  the  study  of  the  geography  and  language  of  the 
Latin  American  republics. 

13.  Show  the  advantages  of  teaching  geography  in  the  ad¬ 
vanced  grades  by  the  topical  method. 

LESSON  IX. 

EURASIA. 

1.  Draw  outline  map  of  Europe,  showing  the  boundaries  of 
the  four  great  nations. 

2.  Name  and  locate  the  nations  now  involved  in  the  Euro¬ 
pean  war.  Describe  the  Balkan  states. 

3.  State  briefly  for  what  each  of  the  following  cities  is  noted : 
London,  Liverpool,  Paris,  Pome,  The  Hague,  Berlin,  Brussels, 
Constantinople. 

4.  Discuss  the  present  condition  of  Belgium;  Serbia. 

5.  Including  wealth,  manufactures,  commerce,  possessions, 
power  and  civilization,  which  do  you  think  is  the  greatest  nation 
of  Eurasia?  How  does  it  compare  in  these  matters  with  our  own 
country? 

6.  Name  the  principal  rivers  of  Europe.  Mountains,  gulfs, 
bays  and  seas. 

7.  Discuss  the  chief  agricultural  regions  of  Europe.  Crops, 
stock  and  dairv  products. 

8.  Describe  the  Dardanelles.  Why  is  Turkey  often  referred 
to  as.  the  “Sick  Man  of  Europe”? 

9.  Discuss  our  debt  to  Asia:  (1)  for  domesticated  animals; 
(2)  religion;  (3)  morals.  Why  have  Asiatic  peoples  fallen  be¬ 
hind  in  thece  matters? 

10.  Compare  the  European  and  Asiatic  highlands  in  length, 
extent  and  height.  Compare  the  Japanese  and  British  islands,  in 
position,  latitude,  size  and  climate. 


COURSE  OF  STUDY 


77 


11.  What  is  the  present  form  of  government  of  China?  Ac¬ 
count  for  the  difference  between  the  Chinese  and  Japanese  people. 

12.  Draw  a  map  or  make  a  sand  clay  map  of  the  Holy  Land. 

LESSON  X. 

AFRICA  AND  AUSTRALIA. 

1.  Compare  Africa  and  South  America :  position,  native  peo¬ 
ples,  products. 

2.  What  part  of  America  is  in  the  same  latitude  as  the 
Sahara?  Why  has  not  northern  South  America  a  desert  like  the 
Sahara  ? 

3.  Why  has  England  been  specially  benefited  by  the  Suez 
Canal  ? 

4.  Give  reasons  why  Africa  has  been  explored  and  settled  so 
much  later  than  either  North  or  South  America.  Tell  something 
of  the  work  of  Livingstone;  Stanley;  Kruger. 

5.  Discuss  the  peculiar  animal  life  of  Madagascar.  Why 
was  the  southern  point  of  Africa  called  “Good  Hope”? 

6.  Describe  the  continent’ of  Australia:  (1)  location;  (2) 
area;  (3)  surface  features;  (4)  climate. 

7.  Name  the  chief  cities  of  Australia.  Rivers.  What  part 

is  best  settled  ?  What  part  is  least  settled  ?  Why  ?  ( 

8.  How  is  Australia  governed?  What  are  the  chief  occupa¬ 
tions  of  the  people?  The  chief  products? 

9.  Discuss  the  best  route  to  go  from  New  York  City  to  Mel¬ 
bourne.  What  is  the  distance? 

10.  Name  and  describe  the  chief  island  groups  of  the  Pacific 
Ocean. 

11.  What  are  the  best  methods  to  employ  to  make  geography 
a  living  study  instead  of  a  study  of  dead  dry  facts? 

12.  Discuss  the  value  of  the  study  of  biographies  and  primi¬ 
tive  life  as  aids  in  the  work  of  geography. 


ARITHMETIC 


FIRST  AND  SECOND  GRADES. 

Prepared  by  Lela  A.  Manville ,  Principal  of  Training  School, 
New  Mexico  State  Normal  School,  Silver  City,  N.  M. 

'The  methods  in  this  course  were  taken  from  Smith’s  Teach¬ 
ing  of  Arithmetic. 

LESSON  I. 

1.  Discuss :  Early  lessons  in  number  must  be  related  to  the 
child’s  experience  with  things. 

2.  Discuss,  and  outline  the  “Related  Number  Work”  for  the 
first  two  grades,  under  these  heads:  Administration,  Science,  and 
Construction. 

3.  Discuss :  Exercises  in  eye,  ear  and  touch  training  should 
be  given.  How  may  rythm  be  used  in  counting  in  the  lower 
grades  ? 

4.  Discuss  the  value  of  drill.  How  may  a  thorough,  mastery 
of  the  forty-five  combinations  be  obtained? 

5.  What  are  the  five  fundamental  processes? 

6.  Apply  the  following  order  of  procedure  in  the  lower 
grades  to  simple  problems:  (a)  work  with  objects;  ( b )  work 
without  objects  but  with  concrete  problems;  (c)  work  with  ab¬ 
stract  problems;  (d)  require  the  pupil  to  convert  the  abstract 
problems  into  concrete  problems. 

7.  Tell  the  meaning  of  %  -f-  3. ;  %  X  2  1-3. 

8.  Explain  these  processes :  $18  -f-  $2  =  9 ;  $18  -f-  2  =  $9. 

LESSON  II. 

1.  Discuss:  One  of  the  first  things  a  child  should  learn  is 
the  necessity  for  checking  each  operation.  No  problem  is  correct 
unless  it  checks,  and  each  child  must  check  his  own. 

2.  How  is  addition  checked?  Illustrate. 

3.  When  should  oral  work  be  given  in  reference  to  written 
work?  Discuss. 

4.  Discuss:  All  written  problems  should  consist  of  a  state¬ 
ment  and  a  solution.  The  equation  used  in  the  solution. 


COURSE  OF  STUDY 


79 


5.  Show  how  addition  and  subtraction  may  be  taught  to¬ 
gether. 

6.  Develop  a  method  for  checking  subtraction. 

7.  How  should  the  multiplication  tables  be  taught? 

8.  Give  two  common  methods  for  checking  multiplication. 

9.  Show  method  of  developing  division  from  multiplication. 

10.  Develop  method  of  checking  division. 

11.  Solve  problems  discussing  best  methods  in  reduction,  ad¬ 
dition,  subtraction,  multiplication  and  division  of  denominate 
numbers. 


LESSON  III. 

1.  Discuss:  “It  is  a  matter  of  relatively  little  importance 
that  we  present  fractions,  let  us  say,  by  sticks  or  paper  folding  or 
clay  cubes  or  blocks;  but  it  is  a  matter  of  great  importance  that 
we  present  the  subject  in  some  concrete  fashion,  so  that  the  child 
shall  not  proceed  by  arbitrary  rules,  but  shall  make  up  his  own 
directions,  and  that  he  shall  be  so  guided  that  these  directions 
are  the  best  that  can  be  evolved  at  his  age.” 

2.  By  means  of  simple  fractions  develop  the  following  four 
principles  for  fractions:  (a)  multiplying  the  numerator  multi¬ 
plies  the  fraction;  (b)  multiplying  the  denominator  divides  the 
fraction;  (c)  dividing  the  denominator  multiplies  the  fraction; 
( d )  dividing  the  numerator  divides  the  fraction.  Give  reason  for 
each  step. 

3.  Discuss  the  best  method  of  approach  for  decimals. 

4.  If  a  man  loses  3-16  of  the  cost  of  a  house  when  he  sells 
it  for  $1365,  what  did  the  house  cost? 

5.  A  man  sold  12  books  at  $1.50  each,  on  which  his  profit 
was  %  of  the  cost.  What  was  his  profit? 

6.  If  a  factory  working  only  %  of  its  capacity  burns  29214 
tons  of  coal  in  a  week,  what  should  it  burn  when  working  only 
7-15  of  its  capacity? 

7.  A  woman  can  buy  maple  syrup  at  44c  a  quart,  or  in  gal¬ 
lon  cans  at  $1.38.  If  she  wishes  4  qt.  how  much  does  she  save  by 
purchasing  it  by  the  can? 

8.  If  3  1-5  tons  of  coal  cost  $20.48,  how  much  will  11  9-10 
tons  cost  at  the  same  rate? 

9.  If  you  know  the  freight  rate  per  hundred  pounds.,  how 
do  you  find  the  freight  charge  on  a  ton? 

10.  If  you  know  the  cost  of  a  fraction  of  anything  and  wish 
to  know  the  cost  of  the  whole,  how  do  you  proceed? 


80 


COURSE  OF  STUDY 


LESSON  IV. 

1.  Discuss:  The  problem  of  teaching  children  to  reason  is 
twofold:  (a)  It  is  a  matter  of  the  ability  to  use  language.  ( b )  It 
is  a  matter  of  good  thinking. 

2.  Discuss:  In  all  work  it  should  be  borne  in  mind  that 
there  are  three  things  that  are  properly  demanded  at  one  time  or 
the  other:  (a)  to  work  rapidly,  (b)  to  put  on  paper  a  brief  ex¬ 
planation,  (c)  to  give  a  brief  analysis  or  oral  explanation. 

3.  Discuss :  Set  forms  of  analysis  are  more  harmful  than 
helpful  to  children. 

4.  Discuss:  A  child  should  be  led  to  estimate  the  results 
before  solving  problems. 

5.  If  a  shipment  of  5100  lbs.  of  cattle,  live  weight,  sold  for 
$225.42,  what  would  3500  lbs.  sell  for  at  the  same  rate? 

6.  To  irrigate  a  farm  at  the  rate  of  1-5  inch  in  depth  every 
day  requires  the  flow  of  210  gallons  an  hour  through  a  certain 
ditch.  What  flow  would  be  necessary  to  irrigate  it  at  the  rate  of 
0.3  inch  a  day? 

7.  When  14  men  require  225  days  to  do  a  certain  piece  of 
work,  how  long  would  it  take  50  men  to  do  the  same  work? 

8.  Find  the  cost  of  keeping  a  cow  for  a  year  when  she  re¬ 
quires  3.5  tons  of  hay  at  $7.00  per  ton,  1200  pounds  of  ground 
feed  at  90  cents  per  100  pounds,  and  pasture  worth  $8.00. 

9.  Numbers  which  are  usually  represented  by  figures  and 
by  words,  are  sometimes  represented  by  lines,  especially  to  enable 
a  person  to  compare  at  a  glance  relative  quantities.  Make  a  graph 
showing  the  changes  in  the  average  attendance  for  the  following 
months : 

Sept.  600;  Oct.  595;  Nov.  605;  Dec.  595;  Jan.  500: 

Feb.  595;  Mar.  585;  Apr.  565;  May  570  ;  June  560. 

10.  A  drawing  is  frequently  of  great  assistance  in  showing 
more  clearly  the  conditions  involved  in  a  problem.  Make  a  graph 
for  the  following:  A  train  leaves  W.  at  1:00  P.  M.  and  travels 
30  miles  per  hour.  At  3  :00  P.  M.  another  train  leaves  W.  going 
at  the  rate  of  40  miles  per  hour.  At  what  time  will  the  latter 
train  overtake  the  other? 


LESSON  V. 

1.  Discuss:  The  difficulties  which  arise  in  the  study  of  per¬ 
centage  are  almost  wholly  difficulties  of  expression.  All  the  arith¬ 
metical  principles  involved  have  arisen  before  in  common  frac- 


COURSE  OF  STUDY 


81 


tions  and  in  decimals.  It  is  the  arithmetical  language,  the  ter¬ 
minology  which  is  new  to  the  pupil. 

A  clear,  concise  statement  of  the  problem  which  the  teacher 
has  to  face  helps  materially  in  securing  its  solution.  Most  of  the 
problems  in  percentage  deal  with  the  finding  of  a  given  per  cent 
of  some  number,  hence  should  receive  chief  attention. 

2.  What  is  20  per  cent  of  the  salary  of  a  man  who  receives 
$1500.00  a  year? 

3.  How  much  does  a  man  save  who  spends  80  per  cent  of 
his  salary,  which  is  $1500.00? 

4.  $400.00  worth  of  goods  are  marked  30  per  cent  above 
that  amount  but  sold  at  10  per  cent  below  the  marked  price.  For 
how  much  were  the  goods  sold? 

5.  A  man  owing  $1400.00  decreases  his  indebtedness  20  per 
cent  each  year.  How  much  will  he  owe  at  the  end  of  3  years? 

6.  Compare  problems  under  common  fractions,  decimals  and 
percentage  and  explain  fully  that  there  is  no  essential  difference 
in  arithmetical  principles  involved,  only  a  difference  of  language. 

7.  For  how  much  a  %  peck  must  a  dealer  sell  peaches  cost¬ 
ing  $3.00  per  bushel  to  make  a  profit  of  20  per  cent? 

8.  Find  the  per  cent  of  boys  and  that  of  girls  in  a  school 
containing  78  boys  and  82  girls. 

9.  A  man  delivered  2500  pounds  of  milk  to  the  creamery. 
It  tested  3.8%  butter  fat.  He  was  paid  at  the  rate  of  24c  a 
pound  for  the  butter  fat.  How  much  was  this  ? 

LESSON  VI. 

1.  One  year  a  merchant  sold  goods  that  cost  him  $1500.00 
at  an  average  advance  of  33  1-3%  of  the  cost,  but  lost  2%  from 
bad  debts.  Find  his  net  rate  of  gain. 

2.  It  has  been  found  that  plants  can  take  from  the  soil  in 
one  season  about  %  of  1%  of  the  potassium  that  it  contains.  If 
a  farmer  takes  a  sample  of  his  soil  to  an  experiment  station  to 
be  analyzed,  and  finds  that  an  acre,  to  the  depth  that  he  plows 
it,  contains  20,000  lbs.  potassium,  how  many  pounds  per  acre  can 
the  plant  take  up  in  a  season  ? 

3.  A  dealer  received  a  bill  for  window  glass  listed  at  $730.00 
but  the  discounts  were  1%  and  15%.  Find  the  net. 

4.  A  man  bought  a  quarter  section  (160  acres)  of  govern¬ 
ment  land  at  $2.50  per  acre.  He  sold  %  °f  if  af  $8.50  per  acre 
and  the  remainder  at  $10.00  per  acre.  The  selling  price  was 
what  per  cent  of  advance  over  the  first  cost? 


82 


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5.  Of  what  value  are  the  terms,  base,  rate  and  percentage? 
Are  the  so-called  cases  in  percentage  of  any  value? 

6.  Anything  equals  100%  of  itself.  Why?  Therefore 
100%=cost. 

7.  A  man  sold  a  house  and  lot  for  $6000.00,  which  was 
$1000.00  more  than  it  cost  him.  What  per  cent  did  he  make? 

8.  A  man  buys  a  ham  weighing  14  lbs.  at  20c  a  pound. 
When  he  bakes  it,  it  loses  35%  of  its  weight.  At  how  much  a 
pound  must  he  sell  it  to  make  a  profit  of  25%  ? 

9.  A  merchant  made  $1.50  when  selling  an  $18.00  overcoat 
at  “a  quarter  off.”  At  what  per  cent  of  profit  had  he  marked  it? 
(An  $18.00  overcoat  is  one  marked  to  sell  at  $18.00.) 

10.  One  year  a  farmer  raised  300  bu.  of  apples.  From  the 
same  orchard  he  raised  450  bu.  the  next  year.  What  was  the  per 
cent  of  increase? 

11.  Find  the  selling  price  of  goods  listed  at  $1150,  discounts 
33  1-3%  and  10%,  sold  at  a  profit  of  40%  on  the  cost. 

LESSON  VII. 

1.  The  commission  is  always  some  per  cent  of  the  cost  wrhen 
the  agent  buys,  and  of  the  selling  price  when  the  agent  sells. 
Why?  Illustrate.  The  total  cost  is  always  some  per  cent  of  the 
cost.  The  net  proceeds  is  always  some  per  cent  of  the  selling 
price.  Why  ?  Illustrate. 

2.  If  an  agent  is  paid  $750.00  as  his  commission  at  2%%, 
how  much  does  his  employer  receive? 

3.  A  man  has  a  claim  of  $15,775.00  against  a  corporation. 
He  pays  a  collector  5%  of  the  amount  collected.  What  is  his  total 
loss,  including  the  collector’s  fee,  if  but  65%  of  it  is  collected? 

4.  Mjy  purchasing  agent  in  Chicago  sends  me  a  bill  for 
$6776.60  covering  cost  of  mining  machinery,  commission  of  2%, 
and  $65.00  for  extra  expenses.  Find  his  commission  and  the 
cost  of  the  machinery. 

5.  For  selling  a  house,  a  real  estate  agent  received  $96.25, 
which  included  $7.65  for  advertising,  and  $27.90  for  repairs.  Find 
the  rate  of  commission  if  the  house  was  sold  for  $3035.00. 

6.  How  much  insurance  at  %%  can  be  placed  on  a  building 
for  $42.00  ? 

7.  A  factory  worth  $162,500.00  is  insured  for  %  of  its  value 
at  $16.50  per  $1000.00.  What  per  cent  is  the  rate?  What  is  the 
premium  ? 

8.  A  tax  of  $11,000.00  is  to  be  levied  in  a  town.  The  prop- 


COURSE  OF  STUDY 


83 


erty  is  assessed  at  $500,000.  If  there  are  500  polls,  each  paying 
$2.00,  what  will  be  the  taxes,  including  his  poll  tax,  of  a  man 
whose  property  is  assessed  at  $12,500? 

9.  A  total  tax  of  $383,780  is  raised  in  a  town  having  1015 
polls,  each  assessed  at  $2.00.  The  assessed  valuation  of  the  prop¬ 
erty  is  $25,450,000.  What  is  the  tax  rate  upon  the  property? 

LESSON  VIII. 

1.  Discuss  the  date  of  a  note,  date  of  sale  and  date  of  ma¬ 
turity  in  their  relation  to  one  another  and  to  the  time  of  note 
and  time  of  discount. 

2.  The  bank  discount  is  always  some  per  cent  of  the  amount 
dije  at  maturity.  Explain. 

3.  Discuss  the  relation  of  face  of  note,  interest,  amount  due 
at  maturity,  bank  discount,  and  net  proceeds  to  one  another. 

4.  Under  what  circumstances  are  partial  payments  made? 
How  must  the  note  read? 

5.  Draw  a  note  for  partial  payment,  indorse  the  payment  on 
the  back,  and  solve. 

6.  Discuss  the  following  methods:  Six  per  cent  method. 
Cancellation  method.  Banker’s  short  method. 

LESSON  IX. 

1.  Write  out  a  check  on  the  Continental  National  Bank  for 
$35.77,  payable  to  Henry  Thompson,  and  signed  by  yourself.  If 
instead  of  cashing  the  check  at  the  bank,  he  wishes  to  turn  it  over 
to  William  Hart  in  payment  of  a  debt  and  let  him  cash  it  at  the 
bank,  what  must  he  do? 

2.  Name  all  the  different  ways  in  which  you  could  pay  a 
debt  that  you  owe  to  a  person  in  a  distant  city.  Describe  the 
steps  in  the  procedure  in  each  case. 

3.  If  you  had  a  note  for  $850.00  bearing  6%  interest  made 
February  14,  1911,  and  due  in  6  months,  and  you  discounted  it 
at  a  bank  February  25,  1911,  at  5%,  what  proceeds  would  you 
receive  ? 

4.  Write  out  a  note  in  which  you  promise  to  pav  John  Jones 
$560.00,  6  months  after  date,  with  interest  at  5%.  What  will  you 
pay  him  at  the  end  of  6  months  in  settlement  of  the  note? 

5.  A  man  sold  his  farm  for  $6500.00,  taking  a  note  due  in 
6  months,  interest  5%.  He  at  once  sold  the  note  to  a  bank,  dis¬ 
count  6%.  What  did  he  get  in  cash  for  the  farm? 


84 


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6.  In  order  to  get  cash  for  goods,  some  firms  allow  a  dis¬ 
count  of  2%  from  the  bill,  if  paid  within  10  days.  Others  take 
a  60-day  or  90- day  note,  which  they  discount  if  they  need  cash. 
On  a  bill  of  $750.00,  which  is  better  for  a  firm,  and  how  much, 
to  allow  a  2  per  cent  discount  or  to  discount  a  60-day  note  at  6%  ? 

LESSON  X. 

1.  The  difficulty  in  studying  stocks  is  to  understand  the 
meaning  of  the  terms  used  and  the  relation  they  bear  to  one  an¬ 
other.  Study  the  terms  used  in  stock  transactions. 

2.  What  is  meant  by  “stock  quoted  at  112,  brokerage  %”? 
When  is  the  brokerage  added,  and  when  subtracted?  Why? 

3.  The  cost,  selling  price,  income,  brokerage,  total  cost,  or 
net  proceeds  is  always  some  per  cent  of  the  face  of  the  bond. 
Explain. 

4.  When  Illinois  Central  stock  pays  a  dividend  of  6%,  what 
is  the  income  from  250  $100  shares? 

5.  My  12%  dividend  from  some  stock  was  $180.00.  How 
many  $100  shares  have  I? 

6.  If  I  should  invest  $27,000  in  4%%  bonds  at  90,  no  bro¬ 
kerage,  what  would  be  the  yearly  income  from  them? 

7.  How  much  must  be  invested  in  5%  bonds  at  108,  broker¬ 
age  %%?  to  yield  an  annual  income  of  $2050? 

8.  On  May  13,  1906,  a  man  bought  30  shares  of  Cent,  of 
N.  J.  at  239%.  He  received  two  8%  dividends,  and  sold  Dec.  13, 
1907,  at  158%.  What  was  the  total  loss,  counting  money  worth 
5%  interest? 

9.  What  is  the  average  yearly  income  per  $100  on  4%  10- 
year  bonds  bought  at  79%  and  brokerage?  To  what  rate  of  in¬ 
terest  is  this  equivalent? 


LESSON  XI. 

1.  A  farmer  estimates  12  tons  of  silage  to  the  acre  from  a 
field  of  corn.  If  the  field  is  22  rd.  by  40  rd.,  how  many  tons 
does  he  expect? 

2.  Find  the  cost,  per  square  foot,  of  a  4-foot  cement  walk 
across  the  front  and  one  side  of  a  corner  lot  80'xl96'.  The  in¬ 
ner  edge  of  the  walk  is  the  outer  edge  of  the  lot. 

3.  How  many  tiles  8  inches  square  will  it  take  to  cover  a  floor 
38  ft.  wide  and  56  ft.  long? 

4.  Allowing  56  lb.  of  coal  to  the  cubic  foot,  how  many  tons 
of  coal  may  be  stored  in  a  bin  10  ft.  by  12  ft.  and  7  ft.  deep? 


COURSE  OF  STUDY 


85 


5.  Find  the  entire  surface  of  a  prism  4  in.  by  2  in.  by  6  in. 

6.  Find  the  number  of  board  feet  in  a  board  16  ft.  long,  9 

in.  wide  and  3  in.  thick. 

7.  Find  the  volume  of  a  cylinder  whose  radius  is  8  in.  and 
whose  height  is  15  in. 

8.  The  radius  of  a  cylinder  is  15  in.  and  the  height  or  alti¬ 
tude  is  40  in.  Find  the  area  of  the  total  surface. 

9.  A  cubic  foot  of  ivory  weighs  114  lb.  What  is  the  weight 
of  a  billiard  ball  2  in.  in  diameter? 

10.  What  must  be  the  height  of  a  tomato  can  to  hold  a  quart 
(57.75  cu.  in.)  if  its  diameter  is  4  in.? 

11.  How  many  solid  cords  of  16-inch  wood  can  be  ricked  in 

a  room  20  ft.  long,  18  ft.  wide  and  12  ft.  high? 

12.  How  much  belting  does  it  require  to  make  a  belt  to  run 

over  two  pulleys,  each  20  in.  in  diameter,  the  distance  between 
their  centers  being  18  ft.? 

13.  Find  the  diameter  of  a  wheel  that  makes  660  revolutions 
in  going  a  mile. 

14.  A  baseball  diamond  is  a  square,  90  ft.  on  the  side.  What 
is  the  distance  from  first  to  third  base? 

LESSON  XII. 

336  837 

1.  Eeduce  to  lowest  terms  (a) - ;  ( b )  - 

720  1139 

2.  Divide  (a)  864  by  .24;  ( b )  .0169  by  5.2. 

3.  How  high  is  a  house  casting  a  shadow  24  feet  long,  when 
a  tree  70  feet  high  casts  a  shadow  of  42  feet  at  the  same  time? 

4.  Which  is  the  largest  and  the  smallest  of  these  fractions : 


17 

23 

14 

_ p 

150 

200 

125 

5.  Simplify  1-3  of  (17%— 12%) -5-2-7  of  (3  1-6—11-3). 

6.  Express  as  a  common  fraction  the  value  of 

.27X2.53-^.009. 

7.  When  a  number  increased  by  1-3  of  itself  is  84,  what  is 
the  number  when  it  is  increased  by  2-3  of  itself? 

8.  Find  the  amount  of  $540  for  4  yr.  8  mo.  12  da.  at  3%%. 

9.  Three  men  rent  a  field  for  $60.  One  puts  into  it  28 
sheep  for  two  months,  another  12  sheep  for  eight  months  and 
the  third  48  sheep  for  one  month.  What  should  each  pay? 

10.  Find  the  weight  of  an  iron  plate  24  feet  long,  15  feet 


86 


COURSE  OF  STUDY 


wide  and  18  in.  thick,  when  iron  is  7.6  times  as  heavy  as  water, 
and  a  cubic  foot  of  water  weighs  1000  oz. 

11.  A  note  for  $360  was  discounted  at  6%  on  July  7,  the 

proceeds  being  $357.78.  (a)  In  how  many  days  is  the  note  due? 

( b )  On  what  date  is  it  due?  If  it  were  drawn  for  90  days,  on 
what  date  was  it  made? 

12.  The  volume  of  a  cube  is  27  cubic  yards.  What  is  the 
entire  surface? 

13.  A  wash  boiler  12  in.  deep,  10  in.  wide  and  20  in.  long 
has  round  ends,  i.  e.,  each  end  is  a  half  cylinder.  How  many 
gallons  does  it  hold? 

14.  What  is  the  lateral  area  of  a  cone  whose  slant  height  is 
4  ft.  and  the  diameter  of  whose  base  is  3  ft.  ? 

15.  A  man  received  $1560  as  the  annual  12%  dividend  on 
stock  that  he  owned.  He  afterward  sold  35  shares  at  142y2  per 
share  and  the  remainder  at  143  per  share,  brokerage  y8%  on  each 
sale.  What  were  the  net  proceeds  of  each  sale? 

16.  Tape  needles  that  cost  2-5c  each  sold  for  2c  each.  Find 
the  per  cent  of  profit. 

17.  A  farmer  found  that  8y2%  of  the  corn  tested  would  not 
sprout.  By  planting  only  selected  seed,  the  yield  was  78  bu.  per 
acre.  How  many  bushels  per  acre  did  he  gain  by  testing  the  seed  ? 


ARITHMETIC 


THIRD  GRADE. 

Reprinted  from  Manual  of  previous  year. 

No  person  should  attempt  to  teach  school  until  he  knows 
thoroughly  the  subject  matter  and  pedagogy  contained  in  the  fol¬ 
lowing  outline. 

These  lessons  are  longer  than  can  be  covered  in  some  institute 
recitation  periods,  and  each  should  be  divided  into  two  lessons 
where  the  institute  is  four  weeks  in  length.  In  two-week  insti¬ 
tutes  the  instructor  should  choose  such  parts  of  each  lesson  as 
will  prove  of  greatest  value  to  the  prospective  teacher. 

LESSON  I. 

FUNDAMENTAL  PRINCIPLES. 

1.  Define:  unit,  number,  notation.  Give  two  examples  of 
each  kind. 

2.  Define:  addition,  addends,  sum;  subtraction,  minuend, 
subtrahend,  remainder.  Illustrate  each. 

3.  Define :  multiplication,  multiplicand,  multiplier,  pro¬ 
duct;  division,  dividend,  divisor,  quotient.  Illustrate  each. 

4.  Explain  the  term  “fundamental  operations.”  The  greater 
of  two  numbers  is  17214  and  their  difference  is  2685.  What  is  the 
lesser  number? 

5.  Fill  in  the  missing  words,  and  then  commit:  (a)  The 

sum  must  be  the  same  denomination  as  the - .  (b)  The  re¬ 
mainder  must  be  the  same  denomination  as  the  - .  (c)  The 

product  must  be  the  same  denomination  as  the - .  ( d )  The 

multiplier  is  always  considered - number. 

6.  Fill  in  the  missing  words,  and  then  commit:  (a)  When 

the  dividend  and  divisor  are  abstract  numbers,  the  quotient  is - 

- number,  (b)  When  the  dividend  and  divisor  are  like  num¬ 
bers,  the  quotient  is - number.  ( c )  When  the  dividend  is 

a  concrete  number  and  the  divisor  an  abstract  number,  the  quo¬ 
tient  is  the  same  denomination  as  the - .  (d)  In  problems 

containing  the  signs  of  addition,  subtraction,  multiplication  and 


88 


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division,  perform  the  operations  indicated  by  the  signs — and — 
before  those  indicated  by  —  and  — . 

7.  IIow  would  you  check :  addition,  subtraction,  multiplica¬ 
tion,  division? 

8.  If  the  divisor  be  372,  and  the  quotient  $57.46,  find  the 
dividend. 

9.  What  is  meant  by  a  power  of  a  number?  By  the  square 
of  a  number?  By  the  cube  of  a  number?  Illustrate. 

10.  The  teacher  should  explain  every  new  principle,  or  sub¬ 
ject,  when  the  first  lesson  is  assigned  on  taking  it  up.  After  ex¬ 
plaining  the  principle,  or  subject,  the  teacher  should  not  go  to  the 
pupil  and  solve  his  problems  for  him.  The  proper  time  and  place 
to  assist  the  pupil  is  in  the  recitation. 

LESSON  II. 

FACTORS,  MEASURES,  MULTIPLES. 

1.  Define:  factor,  prime  number,  composite  number,  odd 
number,  divisor,  multiple. 

2.  When  may  a  number  be  divided  by  2?  By  3?  By  5? 
By  8? 

3.  Find  the  prime  factors  of  225,  1001,  3737,  and  3432. 

4.  Explain  what  is  meant  by  the  abbreviations  G.  C.  M.,  and 
G.  C.  D.  Find  the  G.  C.  D.  of  60,  144,  and  576. 

5.  Explain  the  difference  in  meaning  between  G.  C.  M.  and 
L.  C.  M.  Find  the  L.  C.  M.  of  9,  27,  54,  63,  90. 

6.  Find  the  shortest  distance  that  can  be  exactly  measured 
by  a  3-foot  rule,  or  a  5-foot  pole,  or  a  10-foot  pole. 

7.  Find  the  quotient  of  18x27x96  divided  by  12x36x54,  by 
cancellation. 

8.  Each  pupil  should,  as  frequently  as  possible,  place  upon 
the  blackboard  a  correct  solution  of  some  problem  from  his  les¬ 
sons,  previously  prepared. 


LESSON  III. 

ADDITION  AND  SUBTRACTION  OF  FRACTIONS. 

1.  Define:  fraction,  terms  of  a  fraction,  numerator,  de¬ 
nominator,  common  fraction,  proper  fraction,  compound  fraction, 
complex  fraction. 

2.  Reduce  to  lowest  terms,  78-273,  121-132,  231-253. 

3.  Reduce  5-32  to  256ths,  7-48  to  288ths. 


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89 


4.  Reduce  576-96  to  a  mixed  number,  and  35  35-72  to  an 
improper  fraction. 

5.  Find  the  sum  of  15-16,  63-64  and  13-24. 

6.  Find  the  sum  of  8  7-16,  15  15-32,  73  51-64. 

7.  Subtract  as.  indicated:  7-16—13-48;  73  1-3—7  7-12. 

8.  What  number  must  be  added  to  the  sum  of  2  3-4,  5  7-8, 
4  3-16  and  9  2-3  to  make  the  sum  of  5  7-12,  9  5-8,  12  1-3  and 
8  11-24? 


LESSON  IY. 

MULTIPLICATION"  AND  DIVISION  OF  FRACTIONS. 

1.  Multiply:  264X13-24;  7-24  of  80;  1-32  of  4-5;  11-12 
X4-5. 

2.  In  55  minutes  the  minute  hand  of  a  clock  makes  11-12  of 
a  revolution.  What  part  of  a  revolution  will  it  make  in  33  min¬ 
utes  ? 

3.  A  rod  being  16%  feet  long,  how  many  feet  in  the  peri¬ 
meter  of  a  lot  that  is  26  rods  long  and  16  rods  wide? 

4.  Find  the  quotient  of  28%^-7;  8-f-3  4-5;  12%-M>  2-3. 

5.  119  feet  is  1-16  more  than  what  length?  17  1-5  feet  is 
4-5  of  how  many  pounds? 

]  5-16  27  19-32 

6.  Reduce  to  simplest  form  \ - - - 

J  7-8  9-42  67 

7.  How  do  you  multiply  a  mixed  number  by  a  mixed  num¬ 
ber  ?  Illustrate. 

8.  Pupils  should  be  taught  to  give  a  complete  analysis  of 
problems.  They  should  give  the  reason  for  each  step  taken  in 
the  solution. 

LESSON  Y. 

DECIMAL  FRACTIONS. 

1.  Define  decimal  fraction.  How  does  it  differ  from  a  com¬ 
mon  fraction? 

2-3.  Write  two  thousand  four  hundred  thirty-five  hundred- 
thousandths.  Write  two  thousand  and  four  hundred  thirty-five 
hundred-thousandths.  Write  two  thousand  four  hundred  and 
thirty-five  hundred-thousandths. 

4.  From  questions  2  and  3,  determine  the  use  of  the  hyphen, 
and  of  the  word  “and.”  What  other  common  name  for  the  sepa- 
ratrix  ? 


90 


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5.  State  the  rule  for  pointing  off  decimal  places  in  a  pro¬ 
duct.  In  a  quotient. 

6.  Reduce  to  common  fractions,  .875,  .66  2-3. 

7.  Reduce  to  decimals :  five-sixteenths,  1-3,  four-fifths. 

8.  Pupils  should  be  taught  that  they  should  study  to  master 
principles,  and  not  merely  to  solve  problems. 

LESSON  VI. 

DENOMINATE  NUMBERS. 

1.  Define:  denominate  number,  compound  number,  reduc¬ 
tion  ascending,  reduction  descending. 

2.  Repeat  the  table  for  linear  measure;  for  square  measure; 
for  cubic  measure;  for  liquid  measure;  for  dry  measure; 

3.  Repeat  the  table  for  weight  used  by  the  grocer;  the  table 
used  by  the  jeweler;  the  table  used  by  the  druggist. 

4.  A  pound  of  Avoirdupois  is  heavier  than  a  pound  of  Troy; 
but  an  ounce  of  Avoirdupois  is  lighter  than  an  ounce  of  Troy. 
Explain. 

5.  Reduce  2.7  T.  to  ounces.  Reduce  2760  cubic  feet  to 
cords. 

6.  A  man  takes  100  steps  of  0.8  yd.  each  in  a  minute;  in 
how  many  hours  and  minutes  will  he  walk  a  distance  of  16  miles? 

7.  Illustrate  with  a  drawing :  circle,  circumference,  arc, 
radius,  diameter,  angle.  Define  each. 

8.  Reviews  must  be  frequent.  It  is  a  good  plan  to  make 
the  lessons  on  Friday,  review  lessons.  A  good  review  of  the  sub¬ 
ject  will  make  the  impression  on  the  mind  deeper  and  clearer. 

LESSON  VII. 

DENOMINATE  NUMBERS,  CONTINUED. 

1.  Why  is  it  necessary  to  have  some  years  of  366  days,  and 
how  often  do  they  occur?  What  is  the  exception  to  this  rule? 
Give  the  table  for  time  measure. 

2.  How  does  the  addition  of  compound  numbers  differ  from 
addition  of  integers?  Illustrate  by  an  example  in  each  process. 

3.  Subtract  39  from  42;  also  3  ft.  9  in.  from  4  ft.  2  in. 
Show  how  these  processes  differ. 

4.  A  cubic  foot  of  water  weighs  62  lbs.  8  oz. ;  what  is  the 


COURSE  OF  STUDY 


91 


weight  of  the  water  in  a  tank  that  contains  48  cu.  ft.?  Multiply 
6  cu.  ft.  700  cu.  in.  by  9. 

5.  Divide  240  lb.  12  oz.  by  26  lb.  12  oz.  If  a  man  walk 
88  yd.  a  minute,  he  walks  at  the  rate  of  how  many  miles  per  hour? 

6.  A  merchant  buys  12  gross  of  spools  of  silk  at  $5.76  a 
gross.  He  sells  the  spools  at  60c  a  dozen.  How  much  is  his 
profit  ? 

7.  Italy  uses  the  time  of  15  degrees  E.,  and  Indiana  that 
of  90  degrees  W.  When  it  is  noon  in  Italy  what  time  is  it  in 
Indiana  ? 

8.  A  pupil  may  be  excused  if  he  does  not  understand  the 
wording  or  the  meaning  of  a  problem,  but  for  inaccurate  numeri¬ 
cal  work  he  must  be  judged  as  he  will  be  judged  in  business — his 
work  is  right  or  else  it  is  wrong.  Accuracy  is  far  more  important 
than  speed. 


LESSON  VIII. 

PRACTICAL  MEASUREMENTS. 

1.  Define  triangle.  Make  drawings  to  illustrate  three  kinds 
of  triangles,  and  define  each  kind. 

2.  Define  parallelogram.  Make  drawings  to  illustrate  three 
kinds  of  parallelograms,  and  define  each  kind. 

3.  A  rectangular  field  containing  4.05  A.  is  36  rd.  long. 
How  wide  is  it? 

4.  If  the  area  of  a  trapezoid  is  17250  sq.  ft.,  the  altitude 
80  ft.  and  one  of  the  parallel  sides  225  ft.,  what  is  the  other 
parallel  side? 

5.  A  farm  is  described  as  follows:  N.  W.  *4  Sec.  23,  T.  2 
S.,  E.  3  W.  How  much  is  it  worth  at  $60  per  acre? 

6.  What  is  the  diameter  of  a  circular  plot  of  ground  of 
which  the  circumference  is  691,152  ft.?  What  is  the  area? 

7.  Make  a  drawing,  as  you  would  teach  a  class  the  princi¬ 
ples  of  solving  problems  in  carpeting  rooms.  Explain  how  one 
solves  such  problems. 

8.  Teach  a  principle  before  you  ask  pupils  to  commit  rule. 
If  the  pupil  thoroughly  understands  a  principle  in  Arithmetic, 
he  will  then  easily  learn  the  rule,  should  the  teacher  think  it  best 
to  have  him  do  so.  It  is  well  to  have  pupils  construct  a  rule, 
under  the  direction  of  the  teacher,  and  then  compare  the  newly 
made  rule  with  the  printed  rule  of  the  text. 


92 


COURSE  OF  STUDY 


LESSON  IX. 

PRACTICAL  MEASUREMENTS.  CONTINUED. 

1.  Find  the  cost  of  plain  paper  for  the  walls  and  ceiling  of 
a  room  24  ft.  long  by  16  ft.  6  in.  wide,  using  strips  of  8  ft.  for 
the  walls,  at  $1.30  a  double  roll. 

2.  State  the  principle  by  which  one  calculates  the  cost  of 
plastering  a  room.  Make  and  solve  a  problem  in  plastering. 

3.  Explain  the  terms :  frieze,  openings,  square,  tongue-and- 
groove,  bundle,  bunch,  gable,  baseboard,  concrete,  and  mortar,  as 
used  in  buildings. 

4.  At  $1.10  a  bunch,  how  much  will  the  shingles  cost  to 
cover  1960  sq.  ft.,  allowing  1000  shingles  to  120  sq.  ft.? 

5.  How  much  will  it  cost  to  put  a  5-foot  sidewalk  on  two 
sides  of  a  corner  lot  that  is  75  ft.  long  and  35  ft.  wide,  at  75c 
per  yard  ? 

6.  What  is  the  total  area  of  the  faces  of  a  rectangular  solid 
3  ft.  6  in.  by  2  ft.  4  in.  by  1  ft.  9  in.? 

7.  How  many  perch  of  stone  in  the  cellar  walls  of  a  house 
36  ft.x  28  ft.,  if  the  walls  are  1%  ft.  thick  and  6  ft.  high? 

8.  Pupils  should  be  required  to  learn  thoroughly  all  the 
general  principles  of  arithmetic,  and  with  the  teacher,  study  the 
solutions  that  are  given  in  the  text  book. 

LESSON  X. 

PRACTICAL  MEASUREMENTS.  CONTINUED. 

1.  Find  the  number  of  feet,  board  measure,  in  2  sticks  of 
timber  18  ft.  long,  1  ft.  wide,  8  in.  thick.  Also  in  30  boards  % 
in.  thick,  8  in.  wide,  and  12  ft.  long. 

2.  At  $1.02  a  bushel,  how  much  is  the  wheat  worth  that 
fills  a  bin  30  ft.x20  ft.xlO  ft.? 

3.  Explain  the  difference  between  the  lateral  surface  and 
the  complete  surface  of  a  cylinder.  Find  the  altitude  of  a  cylin¬ 
der  whose  volume  is  20  cu.  ft.  324  cu.  in.  and  whose  area  of  base 
is  8  sq.  ft.  72  sq.  in. 

4.  How  many  gallons  of  water  in  a  cylindrical  well  3y2  ft. 
in  diameter  and  6  ft.  deep? 

5.  How  would  you  find:  (a)  The  number  of  rolls  of  paper 
required  to  paper  the  walls  and  ceiling  of  this  room?  (5)  The 
board  feet  of  lumber  to  floor  this  room?  (c)  The  number  square 


COURSE  OF  (STUDY 


93 


yards  of  plastering  in  this  room?  ( d )  The  number  of  yards  of 
carpet  to  cover  the  floor  of  this  room? 

6.  How  would  you  estimate  the  number  of  loads  of  dirt 
that  would  have  to  be  removed  to  excavate  for  a  cellar? 

7.  Given  the  weight  of  wheat  in  a  bin,  how  would  you  find 
the  number  of  cubic  feet  of  wheat? 

8.  The  teacher  should  never  call  a  class  to  recite  a  lesson 
in  arithmetic  without  herself  having  a  thorough  knowledge  of  the 
subject  matter  of  that  lesson.  Unless  she  has  such  knowledge, 
the  recitation  must  be  a  failure. 


PHYSIOLOGY 


FIRST,  SECOND  AND  THIRD  GRADES. 

Prepared  by  Supt.  J.  H .  Wagner,  Santa  Fe,  N.  M. 

References:  Davison’s  Health  Lessons;  Ritchie’s  Primer  of 
Sanitation  and  Physiology;  Caldwell  and  Eikenberry’s  General 
Science. 

LESSON  I. 

THE  FRAMEWORK  OF  THE  BODY. 

1.  Give  three  functions  of  the  skeleton. 

2.  Describe  the  structure  of  the  spinal  column  and  discuss 
its  function. 

3.  How  many  bones  in  the  skull?  Describe  the  cranium 
and  name  the  bones.  What  is  a  suture? 

3.  Describe  the  thorax.  How  many  ribs  are  there,  what  is 
their  use,  how  are  they  attached  at  the  back  and  in  front? 

5.  Name  and  describe  the  bones  of  the  shoulder  and  of  the 

hip. 

6.  Name  the  bones  of  an  arm  and  the  bones  of  the  leg. 

7.  Name  two  principal  kinds  of  joints  and  explain  the 
movements  they  allow. 

8.  Give  two  functions  of  ligaments.  What  is  a  sprain? 

9.  What  first  aid  treatment  should  be  given  for  a  sprained 
joint?  A  dislocation?  A  broken  bone? 

10.  Name  five  things  that  may  cause  the  skeleton  of  a  child 
to  take  an  incorrect  shape. 

EXPERIMENTS. 

Show  the  supporting  skeleton  of  a  leaf.  Use  either  an  old 
leaf  or  one  that  has  been  skeletonized  in  a  strong  solution  of 
wood  ashes  in  boiling  water. 

Decalcify  the  drumstick  of  a  fowl  by  soaking  it  in  dilute 
hydrocloric  acid. 

LESSON  II 

THE  MUSCLES  OF  THE  BODY. 

1.  Describe  the  cells  of  a  muscle.  How  many  muscles  in 
the  human  body? 


COURSE  OF  STUDY 


95 


2.  Explain  how  a  muscle  causes  the  skeleton  to  bend  at  a 
joint.  What  is  a  tendon? 

3.  What  functions  have  muscles  other  than  moving  the 
body? 

4.  Give  rules  for  securing  a  correct  carriage  of  the  body. 
How  far  apart  should  the  desks  be  in  a  fourth  grade  school  room, 
say  for  a  child  ten  years  old?  For  a  girl  in  the  eighth  grade? 

5.  On  what  three  points  of  the  foot  does  the  body  weight  fall? 

6.  Why  are  high-heeled  shoes  bad? 

7.  Describe  a  good  shoe. 

8.  In  school  pupils  should  be  allowed  to  change  their  posi¬ 
tions  freely.  Why  ? 

SUGGESTION. 

Get  some  good  setting-up  exercises  such  as  those  used  by  the 
Boy  Scouts  and  discuss  their  value. 

LESSON  III. 

THE  HEART  AND  CIRCULATION. 

1.  Explain  the  movement  of  the  blood  through  the  body. 
What  must  be  carried  to  the  cells  and  what  away  from  them? 

2.  Describe  the  different  kinds  of  corpuscles  and  state  their 
function. 

3.  What  are  capillaries,  veins  and  arteries? 

4.  Make  a  drawing  of  the  heart  and  label  the  important  parts. 

5.  Give  the  source  and  function  of  the  lymph  and  describe 
the  lymphatic  vessels. 

6.  What  is  the  thoracic  duct?  The  aorta?  The  portal  cir¬ 
culation  ? 

7.  How  does  over-exercise  affect  the  heart?  Name  some 
games  that  put  great  strain  on  the  heart. 

8.  Discuss  the  effect  of  tobacco  on  the  heart. 

9.  What  effect  does  alcohol  have  on  the  heart  and  on  the 
blood  vessels? 

10.  What  causes  of  death  are  especially  common  among  drink¬ 
ers  on  account  of  the  effect  of  alcohol? 

EXPERIMENTS. 

Get  a  glass  model  of  a  force  pump  out  of  a  physical  labora¬ 
tory  and  explain  the  action  of  the  valves. 

If  a  microscope  is  available,  examine  a  drop  of  blood  under 
the  glass. 


96 


COURSE  OF  STUDY 


Have  a  demonstration  made  in  the  class  of  the  first  aid  to  be 
given  in  case  of  bleeding  from  a  wound. 

LESSON  IV. 

RESPIRATION. 

1.  What  is  the  first  object  of  respiration? 

2.  What  organs  are  in  the  thoracic  cavity? 

3.  How  is  the  chest  cavity  enlarged  in  breathing?  Explain 
fully  the  action  of  the  ribs  and  the  diaphragm  in  the  act  of 
breathing. 

4.  Describe  the  trachea  and  its  branches. 

5.  How  do  the  bronchial  tubes  end? 

6.  Explain  the  changes  that  take  place  in  the  air  in  the 
lungs. 

7.  Why  is  breathing  dust  dangerous?  Explain  how  dust  is 
disposed  of  in  modern  factories. 

8.  How  may  buildings  be  swept  without  raising  a  dust? 

9.  Discuss  the  out-door  school  room.  The  sleeping  porch. 

10.  Discuss  the  ventilation  system  of  the  room  you  now  rer 

cite  in  during  cold  weather. 

EXPERIMENTS. 

Make  a  solution  of  lime  water,  let  it  settle  or  filter  and  then 
have  a  pupil  breathe  through  a  glass  tube  into  the  lime  water. 
Note  changes  and  explain. 

Let  a  smoker  exhale  the  smoke  from  a  cigarette,  a  pipe  or  a 
cigar  through  a  glass  tube  into  a  bowl  of  water  in  which  there  is 
a  fish.  Note  the  result  and  explain. 

LESSON  V. 

COLDS,  CLOTHING  AND  BODY  HEAT. 

1.  How  are  colds  caused?  Distinguish  between  epidemic  and 
chronic  colds. 

2.  Give  three  ways  by  which  the  body  resistance  to  the 
germs  of  cold  may  be  raised.  Discuss  the  practice  of  taking  cold 
baths. 

3.  What  is  catarrh?  What  is  bronchitis? 

4.  Explain  the  purpose  of  clothing.  Discuss  linen,  cotton, 
woolens,  fur  and  feathers  as  materials  for  clothing. 


COURSE  OF  STUDY 


97 


5.  Name  and  describe  the  two  layers  of  the  skin.  Describe 
a  hair  follicle;  a  sweat  gland.  What  is  the  source  of  sweat? 

6.  Explain  how  the  heat  of  the  body  is  regulated. 

7.  How  may,  wet  feet  or  damp  clothing  injure  the  body? 

8.  What  is  the  effect  upon  health  of  overheating  the  body? 

9.  Why  does  alcohol  give  a  sensation  of  warmth? 

10.  What  has  been  the  experience  of  explorers  in  regard  to 
the  power  of  drinkers  and  of  abstainers  to  withstand  the  cold? 

EXPERIMENT. 

Take  two  glasses,  same  size,  and  fill  partly  full  of  hot  water. 
About  one  wrap  a  woolen  cloth  and  about  the  other  a  linen  cloth. 
After  ten  or  fifteen  minutes  take  the  temperatures  with  a  ther¬ 
mometer.  State  conclusion. 

LESSON  VI. 

THE  NERVOUS  SYSTEM. 

1.  Make  an  outline  of  the  nervous  system. 

2.  State  two  functions  of  the  nervous  system. 

3.  Explain  the  following :  A  nerve  fiber,  a  ganglion,  motor 
nerves,  sensory  nerves. 

4.  Describe  the  brain. 

5.  Wha,t  is  the  cerebrum?  Its  function? 

6.  What  is  the  cerebellum  and  its  function? 

7.  If  the  cerebrum  is  removed  can  an  animal  live? 

8.  What  is  the  effect  if  a  person  or  animal  has  an  injury 
to  the  cerebellum? 

9.  Describe  the  spinal  cord. 

10.  What  is  the  medulla  ? 

dissection,. 

To  study  the  gross  structure  of  the  brain,  use  the  brain  of  a 
sheep.  Remove  from  the  cranium  a  couple  of  days  before  it  is 
to  be  dissected  and  harden  in  a  half-and-half  solution  of  grain 
alcohol  and  water. 


LESSON  VII. 

THE  NERVOUS  SYSTEM,  CONTINUED. 

1.  What  is*  a  reflex  action?  Give  an  example. 

2.  What  is  a  habit?  Explain  how  it  is  formed. 


98 


COURSE  OF  STUDY 


3.  Why  is  rest  necessary  for  the  nervous  system? 

4.  Give  some  facts  which  indicate  that  open-air  life  prevents 
exhaustion  of  nervous  force. 

5.  Discuss  the  effect  of  alcohol  and  tobacco  on  the  nervous 
system. 

6.  What  is  the  effect  of  hope,  joy,  fear,  anger  and  sorrow 
and  other  emotions  on  the  nervous  system? 

7.  Discuss  this  statement:  “As  a  man  thinketh,  so  is  he.” 

LESSON  VIII. 

THE  EYE. 

1.  What  means  are  there  for  protection  of  the  eye  from 
blows,  from  light  and  dirt? 

2.  Describe  the  muscles  of  the  eye. 

3.  Make  a  diagram  of  the  eye  and  be  prepared  to  describe 
the  different  essential  parts,  giving  their  functions. 

4.  Explain  the  formation  of  the  image. 

5.  How  is  the  eye  accommodated  to  near  and  far  objects? 

6.  What  causes  near  sightedness?  Ear  sightedness?  As¬ 
tigmatism  ? 

7.  Name  some  things  that  should  be  avoided  because  they 
allow  germs  to  enter  the  eyes. 

8.  From  what  direction  should  the  light  come  when  one  is 
working  ? 

9.  How  much  window  space  should  a  school  room  have? 

10.  Name  some  practices  of  reading  and  study  that  are 

harmful. 

LABORATORY  WORK. 

The  eye  of  a  sheep  is  a  desirable  specimen  for  dissection  and 
study.  Remove  one  from  the  head  of  a  slaughtered  sheep  or  goat 
and  place  in  a  half-and-half  mixture  of  grain  alcohol  and  water 
for  twenty-four  hours  or  more.  Hse  a  sharp  knife  and  scissors 
and  dissect  for  the  class. 


LESSON  IX. 

THE  EAR. 

1.  Describe  the  outer  ear  and  give  its  use. 

2.  Name  the  essential  parts  of  the  middle  ear,  giving  the 
function  of  each  part. 


COURSE  OF  STUDY 


99 


3.  Locate  the  inner  ear  and  name  its  parts,  giving  uses. 

4.  Explain  how  a  sound  wave  stimulates  the  nerves  of 
hearing. 

5.  What  is  the  difference  between  a  loud  sound  and  a  low 
sound?  What  determines  the  pitch  of  a  sound? 

6.  What  causes  ear  ache?  What  causes  most  of  the  cases  of 
deafness  in  adults? 

7.  Why  is  a  blow  on  the  side  of  the  head  dangerous? 

8.  What  damage  may  be  done  by  an  unskilled  person  at¬ 
tempting  to  remove  objects  from  the  ear? 

SUGGESTION-. 

The  ear  of  some  animal  such  as  a  sheep  or  goat  is  not  diffi¬ 
cult  to  dissect  if  you  have  a  pair  of  pliers,  a  knife  and  a  small 
saw.  With  a  little  care  in  the  work,  the  three  bones  may  be  lo¬ 
cated  and  removed  and  mounted  on  a  piece  of  cork  for  exami¬ 
nation. 

LESSON  X. 

ORGANS  OF  TOUCH,  TASTE  AND  SMELL. 

1.  What  is  the  organ  of  touch?  What  is  learned  through 
this  sense? 

2.  What  is  a  papilla?  Where  are  the  nerves  most  abundant? 

3.  How  do  we  know  size,  roughness  or  smoothness  in  an 
object? 

4.  Where  are  the  nerves  of  taste? 

5.  Locate  and  describe  the  different  taste  buds. 

6.  How  does  the  food  reach  the  nerves  of  taste? 

7.  How  may  the  sense  of  taste  be  injured? 

8.  What  is  the  organ  of  smell?  Name  the  nerve. 

9.  What  is  an  odor? 

10.  How  may  the  sense  of  smell  be  injured? 

LESSON  XI. 

THE  DIGESTIVE  ORGANS. 

1.  What  is  digestion? 

2.  Name  the  parts  of  the  digestive  system. 

3.  Describe  the  function  of  the  teeth. 

4.  How  many  salivary  glands  are  there?  Locate  them  and 
describe  the  action  of  the  saliva  on  food. 


100 


COURSE  OF  STUDY 


5.  Describe  the  esophagus. 

6.  Describe  the  stomach  and  explain  the  action  of  the  gas¬ 
tric  juice. 

7.  Describe  the  intestines  and  explain  the  muscular  action 
of  these  and  the  office  of  the  villi. 

8.  Name  the  juices  poured  into  the  intestines  and  the  use 
of  each. 

9.  What  causes  appendicitis? 

10.  What  effect  has  alcohol  on  the  stomach  and  tell  how  this 
interferes  with  health. 


LESSON  XII. 

FOODS. 

1.  Give  three  uses  of  foods. 

2.  Name  the  three  classes  of  foods  and  give  an  example  of 

each. 

3.  What  foods  are  rich  in  protein?  in  starch?  in  sugar?  in 

fat? 

4.  What  is  a  food?  What  is  a  poison? 

5.  Which  classes  of  foods  give  heat  and  strength  to  the 
body?  Which  class  furnishes  building  material? 

6.  For  what  is  iron  used  in  the  body?  In  what  foods  is 
iron  abundant? 

7.  What  disease  is  said  to  be  caused  by  a  lack  of  phosphorus  ? 
What  foods  are  rich  in  phosphorus? 

8.  Name  several  good  examples  of  a  complete  food. 

9.  Is  alcohol  a  food?  Discuss. 

10.  What  happens  to  the  fat  and  muscles  of  famine  sufferers? 

LESSON  XIII. 

THE  TEETH. 

1.  Name  the  parts  of  a  tooth.  Describe  enamel,  crown,  root, 
pulp  cavity. 

2.  What  causes  the  decay  of  a  tooth? 

3.  Tell  what  you  can  about  the  care  of  teeth. 

4.  How  many  teeth  in  the  temporary  set?  Give  reasons  for 
caring  for  this  set. 

5.  How  many  teeth  in  the  permanent  set?  Name  and  de¬ 
scribe  the  different  kinds. 

6.  What  is  tartar?  Discuss  its  injurious  effects  on  the  teeth. 

7.  Discuss  some  practices  injurious  to  the  teeth. 


COURSE  OF  'STUDY 


101 


8.  Name  some  good  mouth  washes. 

9.  Why  are  hard  foods  better  for  teeth  than  sticky  foods? 

10.  Why  is  constant  candy  eating  injurious?  Discuss  the 

effect  of  tobacco  on  the  teeth. 

LESSON  XIV. 

DUST,  MOLDS  AND  BACTERIA. 

1.  Discuss  the  nature  and  source  of  dust  and  its  effect  upon 
the  delicate  membranes  of  the  nose,  the  eye  and  the  lungs. 

2.  What  is  meant  by  living  dust  such  as  spores?  What  is 
mold? 

3.  What  are  bacteria  ?  Are  they  classed  as  plants  or  animals  ? 
Explain  how  they  multiply. 

4.  What  is  the  relation  of  bacteria  to  decay?  Give  exam¬ 
ples  of  bacterial  diseases. 

5.  In  what  sense  are  bacteria  useful?  Explain  how  they 
may  he  cultivated. 

6.  Discuss  the  fly  as  an  agent  in  the  distribution  of  bacteria. 

7.  How  is  the  typhoid  bacteria  transmitted? 

8.  Give  the  life  history  of  the  house  fly  and  the  best  means 
for  his  disposal. 

9.  Discuss  the  importance  of  pure  milk  and  water  and  show 
how  the  same  may  be  polluted  with  typhoid.  What  is  meant  by 
pasteurized  milk? 

10.  Discuss  mosquitoes  and  malaria. 

11.  What  relation  exists  between  cleanliness  and  disease? 

12.  What  can  you  do  in  your  neighbrohood  to  improve  the 
healthfulness  of  it? 

13.  What  are  the  laws  relative  to  quarantine  in  cases  of  in¬ 
fectious  disease?  Do  you  think  these  laws  are  just? 

14.  Do  you  know  of  cases  where  the  laws  have  been  broken? 
Was  it  justifiable  to  break  quarantine? 

15.  Is  it  in  any  sense  indecent  or  unclean  for  one  to  have 
typhoid  ? 

LESSON  XV. 

WATER  SUPPLY  AND  SEWAGE  DISPOSAL. 

1.  Discuss  the  importance  of  pure  water  and  the  usual  source 
of  water  supply. 

2.  Name  some  kinds  of  impurities  that  are  highly  objection¬ 
able  and  often  found  in  drinking  water. 


102 


COURSE  OF  STUDY 


3.  Give  the  sources  of  bacteria  found  in  lakes  and  rivers. 

4.  Give  the  methods  of  securing  pure  water  in  many  of  the 
large  cities.  Describe  the  water  supply  of  New  York  City;  of 
Chicago. 

5.  Discuss  the  question  of  sewage  disposal  in  the  cities  and 
towns  in  the  country. 

6.  What  is  the  usual  water  supply  of  the  rural  home? 

7.  What  is  the  most  feasible  plan  for  disposing  of  waste 
matter  in  the  country  ? 

8.  What  is  the  big  problem  for  the  city  planner? 


HISTORY  OF  THE  UNITED  STATES 


Prepared  ly  Una  Bedicke'k,  Deming,  N.  M. 

The  following  outline  is  submitted  as  a  guide  for  the  summer 
work  in  the  History  of  the  United  States.  Muzzey’s  American 
History,  Hart’s  Essentials  of  American  History,  Channing’s  His¬ 
tory  of  the  United  States  are  suggested  as  “handy”  reference 
works  which  each  instructor  should  have. 

I  shall  take  the  liberty  of  departing  from  a  set  outline  at 
any  point,  since  a  sufficient  outline  for  organized  work  may  be 
found  in  the  Table  of  Contents  of  Mace’s  School  History  of  the 
United  States. 


LESSON  I.  (Pages  1-117) 

1.  Mention  all  the  conditions  in  Europe  that  led  to  the  dis¬ 
covery  of  America. 

2.  Do  you  believe  the  fall  of  Granada  had  a  moral  effect 
upon  the  discovery  of  America?  Reasons? 

3.  Discoverers : 

Columbus. 

Cabots. 

Cartier. 

4.  State  definitely  to  what  point  each  sailed. 

5.  Explorers : 

Ericson. 

De  Leon. 

De  Soto. 

Coronado. 

Drake. 

Frobisher. 

Champlain. 

Raleigh. 

6.  What  must  nations  do  to  establish  a  claim? 

7.  State  definitely  the  claims  of  England,  France  and  Spain, 
based  on  the  above  explorations. 

8.  The  study  of  the  different  tribes  of  Indians.  In  New 
Mexico  particularly  this  study  should  be  extensive.  Differences 
should  be  shown  between  the  North  American  and  South  Ameri¬ 
can  Indian.  The  pamphlets  published  by  the  Smithsonian  Insti¬ 
tute  are  available. 

9.  Name  five  strong  men  who,  it  may  be  said,  “saved  Amer- 


104 


COURSE  OF  STUDY 


ica”  during  the  colonization.  Why?  Do  you  believe  there  are 
five? 

10.  Name  four  social  classes  in  the  colonies  and  state  how 
the  differences  of  class  were  shown. 

LESSON  II.  (117-162) 

INTER-COLONIAL  WARS. 

1.  Review  the  claims  of  the  different  nations. 

2.  On  what  was  each  claim  based? 

3.  Give  definite  causes  and  results  of  the  following  wars: 

English  Succession. 

Spanish  Succession. 

Seven  Years  War. 

Austrian  Succession. 

4.  What  war  in  America  was  a  part  of  each?  Give  results. 

5.  What  do  you  consider  America  learned  from  these  wars? 

6.  About  what  per  cent  of  American  men  were  'educated? 

7.  How  does  the  number  of  schools  in  proportion  to  the 
population  compare  with  those  of  today? 

LESSON  III.  (162-198) 

THE  PERIOD  OF  THE  REVOLUTION. 

1.  England’s  Colonial  Policy. 

Read :  Burke’s  Conciliation  with  America  ” 

2.  Give  the  general  and  specific  causes  of  the  war,  including 
the  four  intolerable  acts  of  1774. 

3.  Who  were  the  strong  men  of  America  and  England  at 
this  time? 

4.  What  do  you  consider  the  difference  between  a  man’s 
honor  and  a  nation’s  honor? 

5.  Are  the  specific  causes  of  all  wars  trivial  and  unworthy 
great  nations? 

6.  Do  you  think  there  is  a  moral  effect  resulting  from  teach¬ 
ing  the  child  the  difference  between  specific  and  general  causes 

7.  What  are  all  the  steps  that  have  been  taken  toward  the 
union  of  the  colonies  up  to  1776? 

LESSON  IY.  (162-198) 

1.  Learn  the  Revolutionary  war  by  campaigns.  The  Eng¬ 
lish  plan  and  how  it  was  met. 


COURSE  OF  STUDY 


105 


2.  Campaigns  for  winning  the  Middle  States. 

3.  War  in  the  South. 

4.  War  in  the  West. 

5.  War  on  Sea. 

6.  Do  you  feel  that  the  United  States  was  honor  bound  to 
pay  France  back  in  aid  for  the  services  of  Lafayette?  Reasons 
for  and  against. 

7.  Here  again  is  a  nation’s  honor  the  same  as  a  man’s  honor? 

8.  Trace  the  growth  in  national  feeling  to  the  end  of  the 
Revolution. 

LESSON  V.  (198-214) 

THE  STRUGGLE  FOR  A  PERMANENT  UNION. 

1.  Read  the  Articles  of  Confederation.  Point  out  its  vir¬ 
tues,  faults.  Give  the  reasons  for  the  faults. 

2.  Read  the  Constitution.  Point  out  each  remedy  it  applied 
to  the  Articles  of  Confederation. 

3.  Read  in  class  the  clauses  that  have  either  been  amended 
or  radically  changed  by  interpretation. 

4.  Who  are  the  great  men  of  this  period  and  state  as  clearly 
as  possible  how  each  influenced  the  Union. 

LESSON  VI.  (214-235) 

THE  PERIOD  OF  NATURAL  GROWTH. 

1.  Our  country  when  Washington  became  president: 

Socially. 

Sectionally. 

Educationally. 

Commercially. 

2.  What  is  meant  by  Strict-and-Loose  Constructionist? 

3.  State  fully  and  definitely  Hamilton’s  internal  and  exter¬ 
nal  policies. 

4.  Give  four  results  of  Hamilton’s  measures  to  establish  a 
national  credit. 

5.  What  was  the  effect  on  America  of  our  Proclamation  of 
Neutrality  (1793)?  Name  several  results. 

6.  What  are  Alien  and  Sedition  laws? 

7.  Why  were  they  proposed? 

8.  What  were  the  Kentucky  and  Virginia  resolutions? 

9.  What  are  the  events  attending  the  election  of  Jefferson 
and  the  defeat  of  the  Federalists? 


106  COURSE  OF  STUDY 

LESSON  VII.  (235-257) 

1.  Jefferson’s  policy: 

War  Policy. 

Commercial  Policy. 

2.  What  were  four  results  of  the  Louisiana  Purchase? 

3.  Was  Jefferson  a  strict  constructionist? 

4.  War  of  1812. 

Causes. 

Events. 

Kesults. 

5.  Changes  made  in  the  political  parties. 

LESSON  VIII.  (257-294) 

1.  Why  was  the  Missouri  Compromise  necessary? 

2.  What  events  led  to  the  formation  of  the  Monroe  Doctrine? 

3.  Do  you  know  how  many  times  this  doctrine  has  been  ap¬ 
plied  to  our  affairs? 

4.  Trace  the  rising  difficulties  between  the  sections  from  the 
early  colonies  up  to  the  time  it  became  centered  on  slavery  be¬ 
tween  the  north  and  south. 

5.  State  definitely  how  the  question  became  the  leading 
question  when  a  new  state  was  to  be  admitted.  Name  the  states 
concerned. 


LESSON  IX.  (295-336) 

1.  Give  a  brief  history  of  the  growth  in  sectional  trouble 
from  the  just  difficulties  in  the  colonies  up  to  the  outbreak  of  the 
Civil  War. 

2.  Explain  the  tariff. 

3.  What  are  the  recent  changes  in  the  tariff? 

4.  Who  were  the  great  men  of  the  period  ? 

5.  Who  were  the  fanatics? 

6.  What  attempts  at  compromise  were  made? 

7.  The  Mexican  war. 

Cause. 

Events. 

Eesults. 

8.  Give  the  questions  raised  in  the  presidential  campaign 
of  this  period. 


COURSE  OF  STUDY 


107 


LESSON  X.  (337-385) 

1.  The  War  of  the  Union. 

Events. 

Results. 

LESSON  XI.  (385-446) 

THE  PERIOD  OF  CONSOLIDATION  AND  EXPANSION. 

1.  Position  of  North  politically. 

2.  Position  of  South  politically. 

3.  Study  this  period  from  the  point  of  political  problems  and 
physical  difficulties. 

4.  Point  out  the  blunders. 

5.  Study  the  life  and  deeds  of  Charles  Sumner. 

6.  Study  the  important  legislation  proposed  and  passed — 
proposed  and  imposed. 

LESSON  XII.  (446-  ) 

1.  Study  the  modern  commercial  and  political  problems. 

2.  The  Federal  Reserve  Banks. 

3.  United  States  policy  of  expansion. 

4.  Several  Supreme  Court  decisions  should  be  studied. 

5.  Suggest  problems  to  be  settled  and  state  problems  that  are 
being  settled.  Mention  and  discuss  at  least  four  of  each. 

LESSONS  XIII  and  XIV. 

I  would  suggest  a  thorough  review  of  the  questions  in  the  back 
of  the  text. 

If  there  is  a  competent  and  willing  lawyer  in  the  town  who 
will  give  an  exhaustive  treatise  on  the  tariff,  this  will  be  an  excel¬ 
lent  idea.  If  possible  get  the  point  of  view  of  each  party. 


U.  S.  CIVICS 


Prepared  by  Supt.  J.  L.  G.  Swinney,  Farmington,  N.  M. 
LESSON  I. 

THE  GOVERNMENT  AND  THE  CITIZEN. 

1.  The  true  nature  of  government. 

a.  In  early  times. 

b.  In  later  times. 

2.  Develop  the  various  forms  of  rule — from  the  home  to  the 
tribe,  and  so  on  to  a  republic. 

3.  Give  the  difference  between  a  voter  and  a  citizen. 

4.  Give  the  citizens’  part  in  government: 

a.  In  a  pure  democracy. 

b.  In  a  representative  government. 

5.  What  is  a  constitution?  Do  all  divisions  of  our  govern¬ 
ment  need  a  constitution  for  their  guidance? 

6.  What  is  the  difference  between  a  municipal  and  political 
division  of  territory? 

7.  What  is  a  “political  party”?  For  what  purposes  and  how 
is  it  formed? 

8.  What  is  the  convention  plan  of  making  nominations? 
The  direct  primary  plan?  Who  are  entitled  to  vote  at  each? 

9.  Discuss  different  methods  of  voting.  Which  plan  to  you 

seems  best?  » 

10.  Why  is  it  a  citizen’s  duty  to  hold  office?  To  do  jury 
service?  To  do  army  service?  What  are  the  disadvantages  of  an 
official  salary  that  is  too  small?  Of  one  that  is  too  large? 

11.  What  is  the  theory  concerning  the  payment  of  taxes? 
Name  three  kinds  of  taxes  and  discuss  each. 

LESSON  II. 

WHAT  GOVERNMENTS  DO. 

1.  In  feudal  times,  how  did  the  individual  protect  his  rights? 

2.  Define  the  following  terms:  Plaintiff;  defendant;  bail; 
extradite;  venue;  panel;  habeas  corpus;  truancy;  reform  school; 
indeterminate  sentence;  capital  punishment  (is  it  justifiable?); 


COURSE  OF  iSTUDY 


10$ 


misdemeanor;  crime;  direct  evidence;  circumstantial  evidence; 
tort;  quarantine;  insurance;  bankrupt;  compromise;  criminal  pro¬ 
cedure;  civil  procedure;  contagious;  board  of  health. 

3.  What  connection,  if  any,  between  truancy  and  crime? 
Intemperance  and  crime? 

4.  What  is  the  business  of  a  juvenile  court?  Why  were  they 
established?  Have  they  helped  any  bt^s  or  girls  to  become  bet¬ 
ter  men  and  women?  How? 

5.  What  is  the  meaning  of  an  oath  or  affirmation  in  a  law 
court  ? 

LESSON  III. 

1.  What  is  the  general  aim  of  education?  What  is  the  unit 
on  which  the  school  system  of  New  Mexico  is  based?  How  does 
a  school  board  member  receive  his  office? 

2.  Should  all  the  children  of  all  the  people  be  educated? 
Give  reason  for  your  answer.  What  is  the  legal  age  for  school  at¬ 
tendance  in  New  Mexico?  Compulsory  attendance  age?  Quote 
the  compulsory  attendance  law.  Is  free  education  beyond  the 
high  school  furnished  in  New  Mexico?  Ought  it  to  be? 

3.  Should  school  Looks  be  furnished  without  cost  to  pupils? 
Why,  or  why  not? 

4.  What  have  been  the  chief  causes,  of  illiteracy?  Do  you 
approve  of  the  “Moonlight  School’'’  plan  for  removing  it? 

5.  Why  do  public  charities  have  to  be  established?  Which 
is  the  better  plan  of  caring  for  the  poor — by  public  charities  or 
private  charities?  Give  reason  for  your  answer.  What  is  the 
general  effect  upon  the  character  of  the  receiver  of  public  chari¬ 
ties  ?  In  what  ways  are  public  charities  dispensed  ? 

6.  Give  a  general  discussion  of  the  following:  Good  roads; 
country  roads;  clean  streets;  parks  and  play-grounds. 

LESSON  IV. 

1.  Debate:  City  versus  Country.  In  the  debate  it  would  be 
well  to  discuss  good  and  bad  public  franchises  and  public  utility 
commissions. 

2.  Discuss  each  of  the  following  resources:  Forests;  mines; 
agricultural  lands — stating  the  importance  of  good  roads,  rivers, 
canals,  lakes,  railroads  and  the  ocean  in  this  development. 

3.  State  some  reasons  why  the  government  has  established 
the  forest  reserves  and  employs  such  a  large  force  of  men  to  care 
for  them. 


110 


COURSE  OF  STUDY 


4.  Discuss  irrigation;  state  reservations;  national  parks. 

5.  What  is  the  “Fergusson  Act”  and  why  would  it  benefit 
New  Mexico  for  it  to  become  a  law? 

6.  Define  medium  of  exchange.  Quote  the  Constitution  on 
the  coinage  of  money. 

7.  Give  a  general  discussion  of  the  post  office  system;  pos¬ 
tal  savings  bank;  parcels  post. 

LESSON  Y. 

Give  this  whole  lesson  to  the  discussion  of  Foreign  Affairs: 
How  is  foreign  affairs  business  carried  on  and  the  perplexing  prob¬ 
lems  that  this  country  has  had  to  deal  with,  beginning  with  the 
Mexican  revolution  of  Madero. 

LESSON  VI. 

1.  In  discussing  the  Army  and  Navy  it  would  be  well  to 
quote  the  Constitution  on  declaring  war,  raising  and  supporting 
armies  and  navies,  and  calling  forth  the  militia  of  the  several 
states. 

2.  In  times,  of  peace  where  are  soldiers  and  sailors  trained? 
In  times  of  war  how  is  the  army  and  navy  increased?  Does  our 
country  accept  the  German  view  of  militarism?  What  is  meant 
by  militarism?  What  is  the  present  strength  of  the  army  and 
navy? 

3.  What  is  a  tax?  Define  direct  taxation;  indirect.  To 
which  class  do  the  following  belong:  Poll  tax;  occupation  tax; 
duties  on  imported  goods;  tax  for  the  support  of  schools;  tax  on 
oleomargarine;  all  excise  taxdfe ?  Why  is  smuggling  carried  on? 
What  method  is  adopted  by  the  government  to  prevent  it?  What 
method  of  taxation  supplies  the  government  with  funds  to  carry 
on  the  government’s  business? 

4.  Discuss  the  cost  of  maintaining  the  national  government? 

5.  How  are  taxes  levied  and  collected:  (1)  In  the  country; 
(2)  in  the  state;  (3)  in  the  nation? 

LESSON  VII. 

1.  Give  the  three  methods  of  law-making  by  Congress. 

2.  What  powers  are  reserved  to  the  states?  Does  the 
thought  of  the  people  tend  towards  giving  more  power  to  the 
states  or  on  centralization? 


COURSE  OF  STUDY 


111 


3.  Give  the  methods  of  law-making  in  New  Mexico. 

4.  Under  what  clause  in  the  Constitution  does  Congress  get 
its  right  to  enact  “pure  food  laws”? 

5.  What  is  “veto  power”?  Initiative  and  referendum? 

6.  Discuss  patent  rights.  Copyrights. 

LESSON  VIII. 

THE  ORGANIZATION  OF  THE  GOVERNMENT. 

1.  In  New  Mexico  what  constitutes  a  town?  A  village?  A 
city?  How  are  each  governed?  Why  do  so  many  foreign  immi¬ 
grants  settle  in  the  cities?  Why  has  the  foreign  immigration 
question  become  such  a  momentous  one?  What  do  we  mean  by 
“assimilation  of  the  foreign  immigrant”? 

2.  Discuss  the  organization  of  township,  county  and  state 
governments,  and  parallel  them  with  the  national  government,  as 
to  law-making,  law  interpreting  and  law-enforcing. 

3.  What  is  meant  by  the  equality  of  states? 

4.  What  constitutes  the  courts  of  the  country;  the  state; 
the  nation?  How  are  the  judges  of  each  chosen  and  what  is  their 
term  of  office? 

5.  Where  does  the  United  States  Supreme  Court  hold  its 
sessions?  How  many  judges  compose  it?  Name  them,  and  give 
salary  of  each. 

6.  How  are  members  to  Congress  elected?  How  many  from 
each  state  ?  When  and  why  are  they  privileged  from  arrest  ?  How 
is  Congress  organized?  Who  presides  over  each  body  of  Con¬ 
gress?  What  is  the  salary  of  each? 

LESSON  IX. 

1.  How  is  the  President  elected?  His  advisers  are  known 
as  the  members  of  the  cabinet.  What  departments  in  the  Presi¬ 
dent’s  cabinet?  Name  the  heads  of  each  department  and  give  the 
duties  of  each  department.  Give  their  salaries. 

2.  What  questions  of  international  importance  have  been 
considered  by  the  Department  of  State  during  the  last  four  years? 
One  member  of  President  Wilson’s  cabinet  has  resigned  during 
his  term.  Give  the  reason  for  this  resignation.  What  has  been 
accomplished  during  President  Wilson’s  administration  toward  es¬ 
tablishing  “world  peace”? 

3.  What  is  Civil  Service?  How  are  positions  obtained  in 


112 


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the  Civil  Service?  Give  a  general  discussion  of  Civil  Service  as 
applied  to  the  several  states;  to  the  national  government. 

LESSON  X. 

SOME  AMERICAN  IDEALS. 

1.  Discuss  the  following  subjects: 

a.  Hospitality  to  all  people. 

5.  Liberty. 

c.  Equality  of  opportunity. 

d.  Patriotism. 

2.  Give  the  history  of  the  Declaration  of  Independence  and 
state  some  of  its  most  important  features. 

3.  Discuss  powers  which  are  denied  to  the  United  States  in 
the  Constitution. 

4.  Discuss  powers  which  are  denied  to  the  States. 

5.  Discuss  the  Bill  of  Bights. 

6.  Discuss  Boys’  Bepublics,  Conventions,  etc. 


SCHOOL  MANAGEMENT 


Prepared  l>y  Supt.  W .  T.  Conway,  Eaton,  N.  M. 

Note:  The  teacher  who  has  read  Lincoln’s  “Everyday  Peda¬ 
gogy’’  and  Kennedy’s  “Kural  Life  and  the  Rural  School”  will  be 
prepared  to  discuss  the  topics  in  this  outline.  See  also  the  books 
mentioned  as  references  in  the  Outlines  on  Pedagogy. 

LESSON  I. 

SCHOOL  ORGANIZATION. 

1.  What  is  meant  by  school  organization? 

2.  Is  it  necessary  to  make  rules  to  govern  a  school? 

3.  From  whom  does  all  power  to  govern  come? 

4.  Why  is  obedience  to  those  in  lawful  authority  so  univer¬ 
sal  in  the  school  room? 

5.  Why  do  we  consider  good  order,  promptness,  silence,  hap¬ 
piness,  as  emanating  from  the  organic  nature  of  the  school? 

6.  To  what  extent  does  the  teacher’s  personality  enter  into 
the  complete  organization  of  the  school? 

7.  What  should  be  a  teacher’s  attitude  towards  all  preceding- 
organizations  of  the  school  where  she  is  to  teach? 

8.  How  may  the  spirit  of  co-operation  be  aroused  to  assist 
in  the  complete  organization  of  a  school  and  thereby  gain  the  sup¬ 
port  of  parents  and  children  at  the  very  beginning? 

LESSON  II. 

THE  RECITATION. 

1.  What  is  the  literal  meaning  of  the  recitation? 

2.  What  is  the  teacher’s  part  in  the  recitation,  and  how  at¬ 
tained  ? 

3.  What  is  the  pupil’s  part  in  the  recitation,  and  how  at¬ 
tained  ? 

4.  What  are  some  of  the  distinctive  aims  of  the  recitation  as 
enumerated  by  White,  Ogden,  Putnam,  Sweet,  Pitch,  Sabin,  and 
Harris  ? 

5.  Why  are  interest  and  attention  two  of  the  most  vital  es¬ 
sentials  of  the  recitation? 


114 


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6.  Discuss  thoroughly  the  testing,  teaching  and  training  part 
of  the  recitation,  and  what  is  the  specific  aim  of  each  part? 

7.  What  are  the  fundamental  principles  that  underlie  a  care¬ 
ful  and  correct  assignment  of  all  lessons? 

8.  What  are  some  of  the  most  profitable  lessons  to  assign  for 
home  work? 

9.  What  preparation  should  the  teacher  make  for  the  correct 
teaching  of  the  lesson? 

LESSON  III. 

DISCIPLINE  AS  A  SCHOOL  PROBLEM. 

1.  What  is  the  purpose  of  discipline,  and  what  fundamental 
principles  govern  its  use? 

2.  Is  there  a  psychology  of  conduct? 

3.  In  what  way  does  the  development  of  intellect,  feeling, 
and  will  of  the  average  pupil  affect  the  problem  of  discipline? 

4.  What  is  the  psychology  of  class  control? 

5.  Name  the  various  methods  of  exercising  administration 
discipline?  When  may  each  be  used? 

6.  In  the  last  twenty  years  the  number  of  cases  of  suspen¬ 
sion,  expulsion,  corporal  punishment,  severe  reproof  have  been  re¬ 
duced  several  hundred  per  cent  over  that  of  former  times.  Why? 

7.  Why  is  the  problem  of  discipline  still  so  vital  in  the 
proper  and  successful  administration  of  the  public  schools  of  this 
country  ? 

LESSON  IY. 

STUDY  AS  AN  ART. 

1.  How  should  pupils  study? 

2.  What  evils  are  manifest  in  the  plans  now  used  in  many 
of  our  schools  in  teaching  boys  and  girls  to  study? 

3.  Is  there  a  necessity  for  study  in  all  of  our  schools? 

4.  How  train  pupils  to  have  specific  aims  in  their  study? 

5.  How  train  pupils  to  get  a  complete  organization  of  their 
ideas  which  result  from  their  study? 

6.  Can  children  be  trained  to  judge  of  the  soundness  and 
worth  of  statements  made  in  text  books,  papers,  story  books  and 
magazines  ? 

7.  What  recognition  should  the  teacher  take  of  the  individu¬ 
ality  of  the  average  pupil? 


COURSE  OF  STUDY 


115 


8.  Should  home  study  be  required,  and  under  what  condi¬ 
tions  ? 

9.  Should  credits  for  home  study  be  given? 

10.  What  are  the  conditions  for  effective  study? 

LESSON  Y. 

THE  PEDAGOGY  OF  THE  KTJKAL  SCHOOL. 

1.  (a)  Why  is  it  necessary  that  the  teacher  have  in  mind 

a  tentative  program  when  she  goes  into  any  school 
room  to  teach? 

( b )  In  order  to  make  a  program  that  will  in  any  meas¬ 
ure  meet  the  conditions  of  the  school,  what  knowledge 
must  she  have  beforehand  of  the  school  and  its  needs, 
and  how  is  she  to  get  the  information  requisite  to 
making  such  program? 

( c )  When  should  a  program  be  changed? 

2.  (a)  For  class  criticism,  make  a  program  for  a  school  of 

five  grades,  and  submit  same. 

3.  (a)  What  system  of  “Report  Cards”  should  be  used,  and 

what  should  these  show? 

( b )  Can  these  cards  be  made  to  show  the  general  atti¬ 
tude  of  the  pupil  in  school,  as  well  as  the  character 
of  his  work? 

(c)  Can  they  be  made  to  show  the  preparedness  of  his 
lessons,  his  attentiveness  in  class,  and  the  likelihood 
of  his  being  advanced  in  his  school  work? 

4.  (a)  To  what  extent  is  the  teacher  responsible  for  the 

health  of  the  school? 

(b)  Why  should  “Swat  the  Fly”  be  a  slogan  in  every 
country  school? 

(c)  What  specific  vplans  can  be  used  to  rid  the  school 
room  of  flies?  (See  page  69,  “Everyday  Pedagogy.”) 

5.  (a)  Is  it  possible  for  the  teacher  to  discover  physical 

defects  in  children,  and  what  may  be  done  to  remedy 
same  when  discovered? 

(b)  When  there  are  defects  of  the  eye  or  ear,  what  ought 
to  be  done  at  once? 

(c)  How  may  adenoids  be  detected,  and- how  remedied? 

6.  (a)  What  morning  exercises  do  you  have  in  your  school? 
(b)  What  should  be  the  purpose  of  any  exercises  held  in 

the  morning  before  commencing  the  regular  work  of 
the  day? 


116 


COURSE  OP  STUDY 


7.  What  should  be  the  character  of  all  first  grade  work  in 
arithmetic,  and  what  concrete  methods  may  be  used  to  impress  the 
idea  of  number  on  little  children? 

8.  (a)  What  is  the  purpose  of  reading? 

(&)  What  are  some  of  the  best  methods  to  be  used  in 
teaching  primary  reading? 

( c )  Explain  the  “Beacon  Method”  of  teaching  primary 
reading. 

8.  Can  boys  and  girls  be  trained  to  use  the  dictionary?  How? 
LESSON  VI. 

ART  OF  CLASS  MANAGEMENT. 

1.  Describe  the  salient  features  of  a  class  not  well  managed 
and  the  apparent  results  made  manifest. 

2.  Describe  the  conditions  of  a  school  room  where  the  class 
is  properly  managed  and  what  are  the  probable  results  from  such? 

3.  The  statement  has  been  made  that  the  teacher  is  largely 
responsible  for  the  excellence  of  good  class  management  or  for  a 
lack  of  same.  Is  this  true?  Explain. 

4.  Why  is  it  absolutely  necessary  that  a  teacher  have  a 
thorough  academic  education  before  she  attempts  to  teach  the 
grades  of  the  public  schools  with  any  degree  of  comfort  or  satis¬ 
faction  to  herself? 

5.  Why  must  a  teacher  have  a  thorough  professional  educa¬ 
tion  before  she  can  teach  successfully  any  school,  and  render  satis¬ 
faction  to  pupils,  parents,  school  boards,  and  supervising  officers? 

6.  Why  is  a  program  for  recitations  and  study  periods  neces¬ 
sary  in  any  school? 

7.  Make  a  tentative  program  for  a  rural  school,  knowing 


the  following  conditions: 

No.  of  Pupils  in  First  Grade .  4 

No.  of  Pupils  in  Second  Grade .  5 

No.  of  Pupils  in  Third  Grade .  4 

No.  of  Pupils  in  Fourth  Grade . 5 

No.  of  Pupils  in  Fifth  Grade .  4 

No.  of  Pupils  in  Sixth  Grade .  4 

Total  in  grades . . . 26 


8.  What  special  tactics  should  be  used  to  secure  individual 
and  class  attention  at  all  times? 

9.  What  should  be  the  proper  posture  of  pupils  when  recit- 


COURSE  OF  STUDY 


117 


ing?  Is  it  necessary  to  be  particular  in  reference  to  the  slovenly 
positions  many  pupils  assume  while  reciting?  Why? 

10.  Should  special  attention  be  given  to  the  assembling  and 
dismissing  of  classes?  Should  military  precision  be  insisted  on 
until  the  same  becomes  a  habit?  Why? 

LESSON  VII. 

FIRST  DAY  OF  SCHOOL. 

1.  What  is  the  proper  way  to  proceed  in  an  effort  to  secure 
a  school  in  a  certain  district? 

2.  Should  there  be  an  indiscriminate  filing  of  applications? 
Why? 

3.  Having  been  selected  by  some  particular  board  to  teach  a 
certain  school,  what  essential  things  may  be  learned  by  having  a 
conference  with  the  preceding  teacher,  or  with  the  County  Super¬ 
intendent  ? 

4.  Having  before  you  the  register  of  the  former  teacher, 
which  shows  all  promotions  and  classifications,  can  you  now  make 
a  tentative  program  and  seating  schedule  for  your  school?  Why? 

5.  What  troubles  may  be  avoided  by  judiciously  selecting  a 
boarding  place? 

6.  The  teacher  knowing  that  she  is  being  “weighed  in  the 
balance,”  why  should  she  be  desirous  of  making  a  good  impression 
the  first  day? 

7.  Can  pupils  take  a  teacher’s  measure  the  first  week  of 
school  and  discover  the  ability  to  use  or  lack  of  ability  in  the  fol¬ 
lowing:  correct  and  accurate  use  of  English,  self-control,  punctu¬ 
ality,  tact,  precision,  and  general  information? 

8.  What  should  be  the  attitude  of  a  teacher  towards  the  so¬ 
cial  conditions  of  the  district,  having  a  fair  knowledge  of  all  mat¬ 
ters  before  your  first  day  of  school  ? 

9.  What  rules  and  regulations  must  be  established  on  the 
first  day  of  school  and  should  they  appear  statutory  and  arbitrary, 
or  self-imposed  and  necessary?  Explain. 

LESSON  VIII. 

EXAMINATIONS  AND  PROMOTIONS. 

1.  When  should  an  examination  be  held,  and  what  should 
be  its  form — written  or  oral?  Who  should  hold  the  examination? 

2.  Has  an  examination  a  disciplinary  effect  on  teacher  as 
well  as  on  the  pupil?  Explain. 


118 


COURSE  OF  STUDY 


3.  Who  should  make  out  the  questions  for  a  final  test  in 
any  subject? 

4.  What  fundamental  principles  should  a  teacher  keep  in 
mind,  when  preparing  a  set  of  test  questions  for  a  final  examina¬ 
tion? 

5.  Why  should  promotion  depend  upon  grades  made  in  daily 
class  work  and  examination  tests,  averaged  together? 

6.  Why  is  the  teacher’s  judgment  of  the  ability  of  a  boy  or 
girl  to  do  more  advanced  work  a  better  criterion  upon  which  to 
base  advancement  of  a  pupil  than  an  array  of  figures  as  the  re¬ 
sult  of  daily  or  term  tests? 

7.  What  is  the  moral  duty  of  a  teacher  in  completing  all 
school  records?  Is  it  justice  to  pupils  that  all  records  be  made? 
Explain. 

LESSON  IX. 

METHODS  IN  TEACHING. 

1.  What  is  meant  by  a  method  in  teaching? 

2.  Is  there  a  correct  method  of  teaching  Spelling?  Illustrate. 

3.  How  should  Geography  be  taught,  and  what  physical  ap¬ 
pliances  are  quite  necessary  to  properly  illustrate  many  of  the 
problems  to  be  found  in  this  branch  of  study?  What  apparatus  or 
helps  may  pupils  devise  (if  encouraged  to  do  so)  that  may  be  used 
with  good  effect  in  this  branch? 

4.  How  should  History  be  taught  in  both  the  lower  and  the 
higher  grades  in  the  public  schools?  Show  not  only  the  practical 
value,  but  the  cultural  value  of  history. 

5.  What  method  or  methods  should  be  used  in  teaching 
Reading?  It  is  the  judgment  of  many  supervising  officers  that 
this  branch  is  quite  poorly  taught  in  the  public  schools  of  our  coun¬ 
try,  and  that  many  boys  and  girls  leave  the  schools  before  they 
have  acquired  the  habit  of  good  reading.  Who  is  to  blame  for  this 
condition?  To  what  extent  shoull  we  hold  the  home,  the  com¬ 
panionship  of  the  pupil,  the  teacher,  responsible  for  this? 

6.  When  should  number  work  be  commenced  in  the  grades, 
and  what  caution  should  every  teacher  of  primary  children  keep 
in  mind  when  instructing  little  ones?  Why  is  oral  and  mental 
analysis  of  primary  problems  much  better  for  children  than  writ¬ 
ten  work?  Is  there  too  much  time  given  to  the  abstract  phases  of 
arithmetic  in  our  schools,  and  too  little  time  given  to  the  con¬ 
crete  processes  that  appeal  to  the  understanding  of  children  ? 
Explain. 


COURSE  OF  STUDY 


119 


LESSON  X. 

THE  PERSONALITY  OF  THE  TEACHER. 

1.  Effect  of  physical  appearance  and  health. 

2.  How  does  the  cheerfulness,  the  promptness,  the  punctu¬ 
ality,  the  industry,  the  integrity,  the  personal  habits  of  a  teacher 
influence  the  pupils  of  a  school? 

3.  In  what  way  does  intellectual  capacity  enable  a  teacher  to 
understand  the  nature  of  children,  and  thereby  become  more  sym¬ 
pathetic  in  dealing  with  them? 

4.  Why  does  sincerity,  honesty,  self-control,  enthusiasm  and 
tact  in  the  teacher  have  such  a  powerful  influence  in  the  school 
room? 

5.  What  should  be  a  teacher’s  professional  equipment? 

6.  What  should  be  a  teacher’s  social  equipment? 

7.  What  effect  does  neatness,  cleanliness,  tidiness,  a  well 
modulated  voice,  an  accurate  and  refined  use  of  the  English  lan¬ 
guage  have  upon  children  when  these  virtues  are  all  manifest  in 
the  teacher? 

LESSON  XL 

PURPOSES  OF  INSTRUCTION. 

1.  Why  do  the  people  of  New  Mexico  willingly  spend  mil¬ 
lions  of  dollars  each  year  to  develop  a  system  of  public  education 
that  shall  adequately  meet  the  needs  of  all  its  people,  and  pro¬ 
duce  a  well  defined  purpose  which  gives  social,  civic,  commercial, 
industrial,  and  educational  advantages  to  all  concerned? 

2.  Wh}'  has  instruction  a  commercial  value,  and  should  this 
be  impressed  upon  pupils? 

3.  Why  has  education  a  cultural  value,  and  state  why  this 
should  be  impressed  on  students? 

4.  Is  the  school  a  miniature  form  of  government  where  boys 
and  girls  learn  to  be  obedient  to  those  in  lawful  authority  and 
where  they  learn  efficiency  and  industry?  Explain. 

5.  Show  that  the  public  school  system  of  this  nation  is  at 
the  foundation  of  all  our  civil  and  religious  liberties  and  that  in¬ 
telligence  and  morality  must  be  the  chief  corner-stones  of  our 
national  fabric  if  our  liberties  are  to  be  perpetuated. 

6.  How  may  a  teacher  stimulate  a  community  and  exert 
moral  influence  that  will  better  conditions  in  school  and  com¬ 
munity? 


120 


COURSE  OF  STUDY 


7.  How  may  a  teacher,  as  a  part  of  lier  instruction,  show 
that  the  so-called  evil  tendencies  of  environment  and  heredity  may 
be  largely  overcome,  and  children  coming  from  homes  or  localities 
where  unfavorable  conditions,  prevail,  may  develop  into  law-abid¬ 
ing,  liberty-loving  and  God-fearing  young  citizens,  despite  their 
surroundings  ? 

8.  What  should  be  a  teacher’s  attitude  towards  those  insti¬ 
tutions  that  destroy  character — towards  Sabbath  breaking  and 
other  evil  or  vicious  conditions? 

9.  What  should  be  a  teacher’s  attitude  towards  the  influence 
of  the  home  and  the  church  ? 

LESSON  XII. 

HOME  CONDITIONS  AFFECTING  A  CHILD'S  PHYSICAL  CONDITION. 

1.  What  of  the  child’s  food  in  the  home?  Is  his  method  of 
eating  varied?  Does  he  eat  slowly?  Is  his  food  well  masticated, 
and  easily  digested?  Is  his  food  well  cooked?  Does  he  eat  at 
regular  periods?  Does  the  teacher  ever  admonish  pupils  to  eat 
simple  and  nourishing  food  and  to  avoid  high  seasoned  food  and 
stimulants  like  tea  and  coffee? 

2.  Does  the  child’s  skin  have  a  healthy  glow?  Is  the  child 
always  cleanly  in  body  and  clothing?  Does  the  child  change  his 
underclothing  at  short  and  regular  intervals?  Does  he  change 
his  underclothing  at  night?  Does  he  properly  care  for  himself 
when  going  from  school  room  into  the  open  air  in  cold  weather, 
by  putting  on  extra  wraps?  Are  his  neck,  legs  and  chest  pro¬ 
tected  by  proper  woolen  clothing  in  winter?  Is  the  child  taught 
to  keep  his  feet  dry  at  all  times?  Is  the  child  bathed  from  once 
to  twice  a  week  in  water  neither  too  warm  nor  too  cold?  Does  the 
teacher  constantly  admonish  pupils,  in  a  kind  and  sympathetic 
manner,  in  reference  to  these  matters?  What  of  the  manner  of  a 
child’s  breathing?  Does  the  child  get  plenty  of  healthful  exercise 
in  the  open  air? 

3.  What  of  the  child’s  sleep?  The  child  from  six  to  eight 
years  old  needs  eleven  to  twelve  hours’  sleep.  The  child  from  nine 
to  eleven  years  old  should  have  ten  or  eleven  hours.  A  child  from 
twelve  to  fourteen  years  should  get  nine  to  ten  hours’  sleep  each 
day.  Does  the  child  of  a  specific  age  get  sleep  enough?  Does  he 
have  plenty  of  fresh  air  properly  tempered?  Does  he  eat  only 
easily  digested  food  before  going  to  bed?  Does  he  go  to  bed  free 
from  mental  excitement  or  worry? 

4.  Has  the  child  been  taught  in  the  home  the  absolute  ne- 


COURSE  OF  'STUDY 


121 


■eessity  of  going  to  closets  and  toilets  at  all  intermissions,  that  he 
may  not  be  troubled  with  kidney,  bladder  or  bowel  trouble  as  the 
result  of  neglectfulness? 


LESSON  XIII. 

SCHOOL  CONDITIONS  AFFECTING  A  CHILD'S  PHYSICAL  NATURE. 

1.  What  of  the  school  site — is  it  on  high  ground,  well 
drained?  Is  it  away  from  unnecessary  noise  and  conditions  that 
distract  ?  Is  it  removed  far  enough  from  barns,  garbage,  heaps  and 
other  bad  smelling  places  that  the  odors  will  not  vitiate  the  at¬ 
mosphere  of  the  school? 

2.  What  should  be  the  proper  heating  and  ventilating  pro¬ 
cess  used  in  the  schools?  If  the  proper  temperature  of  a  school 
should  be  from  65  to  70  degrees  for  healthy  pupils,  how  should 
delicate  pupils  dress  who  need  temperatures  ranging  from  70  to 
80  degrees?  Since  a  pupil  needs  about  250  cubic  feet  of  air  each 
hour,  a  room  14x25x30  feet  would  accommodate  42  pupils  for  one 
hour.  If  there  is  not  an  automatic  process  for  furnishing  the  ex¬ 
change  of  fresh  air,  what  temporary  or  artificial  process  must  the 
teacher  use? 

3.  Need  for  medical  inspection  of  schools.  Need  for  mouth 
inspection.  Need  for  eye  and  ear  inspection.  Would  these  inspec¬ 
tions  arouse  watchfulness,  carefulness  and  cleanliness  in  the  home 
and  school?  Need  for  pure  water. 

4.  What  care  should  a  teacher  take  in  regard  to  contagious 
:and  infectious  diseases? 


LESSON  XIY. 

HABIT. 

1.  What  is  the  nature  of  habit?  Can  a  habit  be  inherited? 
What  is  the  unconscious  nature  of  habit?  What  is  the  physical 
nature  of  a  habit?  What  is  the  nature  of  reflex  action  to  training 
and  habits? 

2.  The  whole  tenor  of  one’s  life  is  a  resultant  of  physical, 
mental  and  moral  activities  which  constitute  habit.  Explain. 

3.  Can  one  judge  of  the  goodness  or  badness  of  his.  own 
habits,  and  weigh  himself  in  the  balance  and  “see  himself  as  others 
•see  him?”  Try  it. 

4.  Dr.  McKeever  in  his  book,  “Psychology  and  Higher  Life,” 
-suggests  a  card  whereby  pupils  may  judge  themselves  and  give  a 


122 


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rating.  Each  member  of  the  class,  is  asked  to  fill  out  two  cards, 
one  for  himself  and  one  for  his  teacher.  The  card  is  as  follows : 


1. 

2. 

3. 


4. 

5. 

6. 

7. 

8. 
9. 

10. 

11. 

12. 


Name . . . . . . 

Age .  Height .  Weight .  Complexion _ 

Temperament:  (a)  Choleric,  (thinks  quickly,  feels 
strongly)  j  ((&)  Sanguine,  thinks  quickly,  feels 
weakly)  ;  ( c )  Phlegmatic,  (thinks  slowly,  feels 
weakly)  ;  ( d )  Melancholic,  (thinks  slowly,  feels 
deeply.) 

Sociability  of  High  Degree,  Medium,  Excessive, 
Select. 

Order:  Excellent,  Good,  Medium,  Poor. 
Punctuality:  Good,  Fair,  Careless. 

Persistence:  Strong  Medium,  Intermittent,  Weak. 
Self-Control:  Strong,  Fair,  Weak. 

Favorite  Study:  Most  Difficult  Study. 

Ideal  Vocation. 

Defects  (as  a  student.) 

Original  Motto  or  Resolution. 


On  the  reverse  side  of  this  card  was  printed  the  following, 
which  blanks  the  pupil  was  required  to  fill : 

1.  The  Most  Desirable  Possession . . . . 

2.  The  M'ost  Beautiful  Color _ 

3.  The  Most  Suggestive  Word . . 

4.  The  Most  Delightful  Sound . 

5.  The  Most  Beautiful  Scene . . 

6.  The  Most  Delicious  Things  to  Eat . 

7.  The  Most  Fragrant  Odor . . . 

8.  The  Most  Pleasing  Object  to  Touch . 

9.  The  Most  Amiable  Character. . . 

10.  The  Most  Beautiful  Sentiment . 


Do  the  answers  above,  (many  of  which  were  given  impulsive¬ 
ly),  reveal,  in  any  measure,  the  habits  of  thought  or  life  tendencies? 

5.  Is  it  true  that  a  child  of  fourteen  years  of  age  has  life 
habits  so  firmly  fixed  that  they  cannot  be  changed  without  great 
effort?  Explain.  Fourteen  years  of  age  is  the  time  when  the 
normal  boy  or  girl  finishes  the  first  eight  grades  of  public  schools. 
Does  this  fact  make  it  essential  that  he  should  be  well  grounded  in 
good  habits  by  that  time? 

6.  Is  it  true  that  character  is  formed  by  the  number  and 
quality  of  one’s  habits? 


COURSE  OF  'STUDY 


123 


LESSON  XV. 

INDUSTRIAL  WORK. 

1.  Why  should  all  teachers,  whether  in  rural  or  city  schools, 
interest  themselves  in  this  branch  of  school  work? 

2.  What  special  interest  can  teachers  in  rural  schools  take 
that  might  arouse  boys  and  girls  to  a  sense  of  their  ability  to 
enter  contests  in  gardening,  crop  raising,  pig  raising,  calf  raising, 
chicken  raising,  that  would  result,  not  only  in  pleasure  to  them, 
but  great  profit  as  well? 

3.  Can  boys  and  girls  be  inspired  to  learn  cooking,  sewing, 
mending,  darning,  and  other  useful  arts  through  the  pleasure  and 
profit  that  will  come  to  them  as  a  result  of  knowing  that  they  can 
be  a  great  help  in  maintaining  the  family?  Is  it  of  just  as  much 
importance  that  the  boys  and  girls  in  the  cities  and  towns  learn 
these  industrial  arts  as  the  boys  and  girls  in  the  country? 

4.  What  problem  is  a  boy  against  when  you  furnish  him 
with  lumber  and  nails,  screws,  hinges,  locks,  etc.,  and  tell  him  to 
make  you  a  box  of  certain  dimensions?  Will  all  of  his  errors  rise 
up  against  him?  Is  this  true  of  the  problems  of  his  text? 

5.  What  problem  confronts  a  young  girl  when  you  place  in 
her  hanls  sufficient  material  and  accessories  to  make  her  a  dress, 
she  having  access  to  all  necessary  charts,  patterns  or  models,  and 
having  been  taught  how  to  use  them?  Does  it  matter  whether  or 
not  the  dress  fits?  Unlike  the  problems  of  the  text  book  when  errors 
are  made  they  may  be  quickly  erased,  but  the  error  made  in  mak¬ 
ing  the  dress  must  be  worn. 

6.  Is  it  an  easy  proposition  for  a  young  girl  to  be  sent  to 
the  kitchen  by  her  mother  and  told  to  prepare  a  meal?  Warm 
biscuits,  fried  potatoes,  apple  sauce,  tea  cakes  and  chocolate  are 
to  be  a  part  of  the  menu.  Does  it  take  as  much  ability  to  cook 
these  things  well  as  to  get  a  lesson  in  algebra  or  geometry?  Is  a 
young  girl  entitled  to  praise  who  can  do  this  cooking  well,  as 
much  so,  as  if  she  could  skilfully  play  a  piece  of  music  on  the 
piano  or  translate  faultlessly  one  hundred  lines  from  Virgil? 

7.  The  Industrial  Arts  teach  accuracy  and  efficiency,  and 
that  is  why  they  are  being  emphasized  in  all  schools  today. 

LESSON  XVI. 

VOCATIONAL  TRAINING. 

1.  Does  the  average  school  of  today  fit  the  average  boy  for 
his  real  life  work?  Give  reason  for  your  answer. 


124 


COURSE  OF  STUDY 


2.  Why  has  there  been  such  an  universal  demand  for  a  sys¬ 
tem  of  education  that  would  harmoniously  develop  the  head,  the 
heart  and  hand? 

3.  Why  has  there  been  so  much  said  in  regard  to  the  mat¬ 
ter  of  vocational  efficiency  being  the  basis  of  all  education? 

4.  The  industrial  work  now  being  done  in  the  schools  of 
New  Mexico  is  the  most  popular  phase  of  work  now  done.  Why? 

5.  Why  is  a  vocational  guide  and  counsellor  of  such  vital 
importance  at  the  present  time? 

6.  To  what  extent  does  the  “bread  and  butter”  motive  enter 
into  a  choice  of  vocation,  and  what  may  be  done  to  properly  adjust 
conditions? 

7.  Is  there  an  established  relation  between  true  culture  and 
social  efficiency?  Explain. 

8.  Why  should  “Home  Making”  occupy  a  large  part  of  a 
girTs  time,  while  she  is  doing  her  industrial  and  other  work  in 
school,  and  what  are  the  essential  factors  of  successful  home¬ 
making  ? 

9.  What  are  the  economic  and  social  effects  of  a  genuine 
vocational  spirit?  Does  it  dignify  labor?  Does  it  establish  a 
new  type  of  ethical  education  ?  Is  it  the  true  aim  of  all  education  ? 

LESSON  XVII. 

RECREATION  AND  PLAY. 

1.  Why  is  play  essential  to  the  proper  development  of  the 
mental,  physical  and  moral  activities  of  the  child? 

2.  Should  children  be  taught  to  play  certain  games  cor¬ 
rectly,  or  should  they  be  left  to  learn  the  “rules  of  the  game” 
from  older  children? 

3.  Should  children  have  certain  places  set  apart  for  their 
play  grounds,  not  only  around  the  home,  but  on  the  school  grounds  ? 
Explain. 

4.  What  improvements  are  necessary  to  be  made  around  the 
average  rural  school  grounds,  in  order  that  good  play  grounds 
might  be  established? 

5.  Which  of  the  following  games  could  be  established  with 
necessary  equipment  in  many  of  the  districts  of  the  state:  Base¬ 
ball,  tennis,  croquet,  swings,  basket  ball,  running  track,  horizontal 
bars,  and  the  probable  cost  of  equipment  of  each? 

6.  What  games  are  the  most  valuable  in  developing  self- 
control,  accuracy,  skill  and  precision,  muscular  strength,  and  ac¬ 
tivity  ? 


COURSE  OF  STUDY 


125 


7.  What  games  might  be  organized  for  little  children  and 
correctly  played  under  the  direction  of  the  teacher?  (“Play  and 
Recreation”;  Curtis.) 

8.  The  Standard  Athletic  Test  of  New  York  City  is  that 
“Every  boy  under  thirteen  who  can  run  sixty  yards  in  eight  and 
three-fifths  seconds,  chin  a  bar  four  times,  jump  five  feet  nine 
inches,  standing,  shall  have  the  standard  button  of  the  League.” 
Is  this  too  high  a  standard  to  set  for  New  Mexico  boys? 

9.  Should  the  recreation  and  play  for  girls  be  similar  to 
that  of  boys?  Explain. 

10.  Can  the  rural  school  home  and  grounds  be  made  the 
great  social  and  recreation  center  in  country  districts?  How? 

11.  Is  play  a  preparation  for  life? 

12.  Was  play  the  basis  of  EroebeEs  and  Pcstalozzi’s  reforms 
in  teaching? 

13.  Is  play  the  basis  of  the  modern  Montessori  plan  for  teach¬ 
ing  small  children? 

LESSON  XVIII. 

RURAL  LIFE  AND  THE  RURAL  SCHOOL. 

1.  (a)  •  What  is  the  rural  school  problem,  and  what  is  be¬ 

ing  done  to  solve  the  same? 

(b)  What  are  the  advantages  and  disadvantages  of  rural 
school  life? 

(c)  Compare  the  advantages  and  disadvantages  of  rural 
school  life  with  the  advantages  and  disadvantages  of 
city  school  life. 

2.  (a)  What  are  some  of  the  most  marked  defects  in  the 

average  school  buildings  and  their  surroundings? 

(b)  What  can  be  done  to  have  better  arranged  build¬ 
ings,  better  heated  buildings,  better  ventilated,  and 
better  lighted  buildings? 

(c)  What  influence  should  the  teacher  exert  in  having 
the  walls  of  a  school  building  beautified  and  adorned? 

(d)  What  class  of  pictures  would  you  place  in  your 
school,  that  they  might  have  the  proper  influence  on 
children  in  country  schools? 

3.  (a)  What  has  been  the  great  problem  of  supervismg 

rural  schools,  and  what  efforts  are  being  put  forth  to 
remedy  it? 

(b)  What  is  meant  by  consolidation,  and  in  what  par¬ 
ticular  localities  would  it  be  advisable  to  use  same? 


126 


COURSE  OF  STUDY 


4.  (a)  Can  a  course  of  study  be  followed  in  a  rural  school? 
(6)  What  is  the  object  of  having  a  course  of  study? 

(c)  Why  follow  the  suggestions  and  outlines  of  a  course 

of  study? 

5.  (a)  What  is  meant  by  a  social  center  in  a  country  dis¬ 

trict  ? 

( b )  What  activities  are  for  the  advancement  and  de¬ 
velopment  of  school  and  community? 

( c )  To  what  extent  will  the  proper  activities  in  a  rural 
district  counteract  the  tendency  and  desire  of  children 
and  others  to  go  to  the  cities  to  live? 

6.  (a)  What  is  meant  by  the  “Rural  Renaissance  ?” 

(b)  What  is  meant  by  the  “National  Commission  on 
Rural  Life  V9 

(c)  What  is  meant  by  “Educational  Extension  Work?” 

LESSON  XIX. 

JUDGING  THE  EFFICIENCY  OF  TEACHERS. 

1.  Is  it  possible  for  teachers  to  give  themselves  the  proper 
rating  in  any  pedagogical  excellencies  or  deficiencies  if  they  use 
the  term  of  comparison,  as  poor,  medium,  good  and  excellent? 

2.  Could  you  give  the  conductor  and  instructors  of  the  In¬ 
stitute  a  rating  if  you  knew  upon  what  points  to  grade? 

3.  Ask  your  County  Superintendent  to  give  you  a  rating  on 
the  following  schedule,  marking  an  oblique  cross  in  the  column 
indicating  your  rating. 

Efficiency  Record  of  John  Smith. 

Poor  Medium  Good  Excellent 


1.  General  Appearance  .  x 

2.  Health  . .  x 

3.  Modulation  of  Voice. . . — ..  x 

4.  Capacity  for  Work .  x 

5.  Apparent  Industry  .  %  x 

6.  Self  Control  . . . -  x 

7.  Accuracy  of  Statements .  x 

8.  Academic  Preparation .  x 

9.  Professional  Preparation .  x 

10.  Knowledge  of  Child  Nature .  x 

11.  Interest  in  School  and  Com¬ 
munity  . .  x 


COURSE  OP  STUDY 


127 


Poor  Medium  Good  Excellent 


12.  Ability  to  Secure  Co-Opera¬ 
tion  of  Parents .  x 

13.  Professional  Growth  and  In¬ 
terest  . x 

14.  Preparation  of  all  Work .  x 

15.  Grasp  of  Sanitary  Condition...  x 

16.  Proper  Heating,  Lighting  and 

Ventilating  _ _ _ _ _  x 

17.  Apparent  Neatness  in  All 

Things  . . 1 . .  x 

18.  Governing  Ability .  x 

19.  Definiteness  in  Teaching .  x 

20.  Ability  to  Stimulate  and  In¬ 
spire  _ x 

21.  Care  in  Assignment  of  Work...  x 

22.  Ability  to  Correlate  Work .  x 

23.  Apparent  Advancement  of 

Pupils  . x 

24.  General  Tone  of  the  School .  x 

25.  Influence  on  School  and  Com¬ 
munity  .  x 


4.  If  we  interpret  Poor — 1,  Medium — 2,  Good — 3,  and  Ex¬ 
cellent — 4,  then  John  Smith’s  rating  is  77  per  cent.  Can  you 
equal  that? 

LESSON  XX. 
a  teacher’s  library. 


The  following  list  of  books  might  be  consulted  in  studying  the 
lessons  on  School  Management. 

The  Arabic  numbers,  in  parentheses,  following  the  author’s 
name,  indicates  the  lesson  of  the  course  to  which  the  book  best 
applies. 

1.  School  Management,  by  Dutton  (1) 

2.  The  Recitation,  by  Hamilton  (2)  (9) 

3.  Psychology  of  Conduct,  by  Schroeder  (3) 

4.  Discipline  as  a  School  Problem,  by  Perry  (3) 

5.  Psychology  in  Daily  Life,  by  Seashore  (3) 

6.  The  Teacher  and  the  School,  by  Colgrove  (1) 

7.  How  to  Study  and  Teaching  How  to  Study,  by  McMur- 

ray,  (4)  (2) 


128 


COURSE  OF  STUDY 


8.  School  Credit  for  Home  Work,  by  Alderman  (4) 

9.  Everyday  Pedagogy,  by  Lincoln  (5)  (2)  (1)  (7) 

10.  Teaching  the  Common  Branches,  by  Charters  (9) 

11.  The  Making  of  a  Teacher,  by  Brumbaugh  (10) 

12.  The  Evolution  of  the  Teacher,  by  Perry  (10) 

13.  Talks  on  Psychology  and  Life’s  Ideals,  by  James  (10) 

(14) 

14.  Vocational  Guidance,  by  Gillette  (15) 

15.  Psvchology  and  Industrial  Efficiency,  by  Munsterberg  (15) 

(16)  ^ 

16.  Rural  Life  and  the  Rural  School,  by  Kennedy  (18) 

17.  Psychology  and  Higher  Life,  by  McKeever  (14) 

18.  Psychologic  Mlethod  in  Teaching,  by  McKeever  (9)  (10) 

19.  Everyday  Problems  in  Teaching,  by  O’Shea  (1)  (3) 

20.  The  Personality  of  the  Teacher,  by  McKennv  (10) 

21.  Play  and  Recreation,  by  Curtis  (17) 

22.  Play  in  Education,  by  Lee  (17) 

23.  Practical  Conduct  of  Play,  by  Curtis  (17) 

24.  School  Discipline,  by  Bagley  (3) 

25.  The  Art  of  Study,  by  Hinsdale  (4) 

Let  the  instructor  name  five  books  from  the  above  list,  that 
he  considers  the  most  important,  and  give  reasons  for  his  choice. 


PEDAGOGY 


FIRST  GRADE. 

Prepared  by  Supt.  John  Milne ,  Albuquerque ,  N.  M. 

The  Recitation,  Hamilton;  The  Teacher  and  the  School,  Col- 
grove;  How  to  Study,  McMurry;  Vocational  Guidance,  Puffer; 
Play  and  Recreation,  Curtis;  Sociology  and  Modern  Social  Prob¬ 
lems,  Elwood,  Rural  Life  and  the  Rural  School,  Its  Method  and 
Management,  Culter  and  Stone,  are  the  books  upon  which  the 
outline  is  based. 

LESSON  I. 

1.  Enumerate  and  discuss  professional  qualifications. 

2.  What  personal  qualifications  are  necessary? 

3.  Discuss  preparation  necessary  for  each  day’s  work. 

4.  How  may  a  teacher  destroy  her  usefulness  by  indiscreet 
acts  outside  the  school  room? 

5.  What  community  activities  should  a  teacher  avoid? 

6.  Discuss  a  teacher’s  “Personality.” 

7.  Why  is  teaching  experience  required  by  many  schools? 

8.  Of  what  advantage  is  executive  ability?'  Interest  in 
teaching  ? 

9.  Of  what  value  to  the  teacher  is  the  home  play  of  the 
child? 

10.  Vocational  Education  is  said  to  be  the  basis  of  all  edu¬ 
cation.  Explain. 

11.  Discuss  the  rural  school  house:  site,  construction,  equip¬ 
ment,  etc. 

12.  What  is  Sociology?  Discuss  its  relations  to  education. 

LESSON  II. 

1.  Contrast  methods  employed  by  teachers  of  the  present 
day  with  those  of  the  past. 

2.  Discuss :  Professional  Growth  while  teaching. 

3.  Co-operation  of  parents  is  necessary.  Discuss  ways  of 
obtaining  the  co-operation. 

4.  Pupils  must  love  their  school  if  the  best  results  are  ob¬ 
tained.  How  can  the  teacher  get  them  in  this  frame  of  mind? 


130 


COURSE  OF  STUDY 


5.  How  can  good  order  be  secured? 

6.  What  should  a  teacher  know  of  a  community  before  she 
starts  to  teach  there? 

7.  Every  community  with  a  variety  of  industries  should 
have  a  vocational  guide.  Why  ? 

8.  How  may  a  teacher  supplement  the  regular  course  of 
study  so  that  the  needs  of  a  particular  community  may  be  better 
served  ?  Be  specific. 

9.  Enumerate  and  discuss  value  of  pieces  of  physical  appa¬ 
ratus  adapted  to  home  yard  use. 

10.  To  know  pupils  the  teacher  must  play  with  them.  Discuss. 

11.  Discuss  School  Hygiene  and  Sanitation  in  rural  districts. 

12.  What  bearing  has  the  theory  of  evolution  on  modern  so¬ 
cial  problems? 


LESSON  III. 

1.  Enumerate  the  essential  points  of  a  good  course  of  study. 

2.  A  course  of  study  should  be  written  by  the  superintendent 
and  teachers  who  will  use  it.  Why? 

3-5.  Outline  a  course  of  study  for  the  first  eight  grades  in 
Arithmetic  and  Grammar. 

6.  The  study  of  Civics  should  include  a  thorough  study  of 
“home  conditions.”  Make  a  list  of  topics  that  should  be  included 
in  such  a  course. 

7.  What  subjects  should  be  correlated  in  the  course  of  study? 
Discuss  the  method  of  correlation. 

9.  Discuss  the  use  of  the  adopted  course  of  study. 

9.  Enumerate  and  discuss  experiences  that  every  country 
child  should  have.  Of  what  use  are  these  experiences  in  the 
child’s  school  work? 

10.  How  does  a  vocational  guide  determine  the  work  for  which 
a  particular  pupil  is  fitted? 

11.  What  qualifications  should  the  teacher  have  for  rural 
school  work? 

12.  What  bearing  has  modern  psychology  on  social  problems? 

LESSON  IV. 

1.  Discuss  uses  and  abuses  of  objective  teaching. 

2.  To  restrain  or  to  stimulate  the  child’s  expression  should 
be  prominently  present  in  every  form  of  educative  activity.  Dis¬ 
cuss. 


COURSE  OF  STUDY 


131 


3.  Discuss  the  proverb,  “A  process  is  never  known  until  it 
is  practiced.” 

4.  Each  lesson  plan  should  consider: 

(a)  What  the  child  already  knows. 

( b )  What  part  of  the  lesson  must  be  taught. 

(c)  Methods  to  be  used. 

5.  The  teacher  should  “check  up”  work  frequently  so  that 
she  may  know  the  weak  places  in  her  own  teaching. 

6.  Discuss  the  inductive  and  deductive  forms  of  teaching. 

7.  In  everything  that  is  to  be  done  well  by  both  pupils  and 
teacher,  interest  and  attention  must  be  present  as  essential  con¬ 
ditions. 

8.  Three-fourths  of  all  teaching  is  drill,  which  involves  the 
principle  of  habit.  Give  the  stages  of  procedure  in  habit  forming. 

9.  Discuss  different  occupations  as  you  would  with  a  boy  or 
girl  who  comes  for  advice  regarding  life  work. 

10.  Discuss  size  and  arrangement  of  school  grounds. 

11.  Discuss  the  first  day’s  work  for  the  rural  school.  The 
daily  program. 

12.  What  is  the  function  of  the  family  in  human  society. 

LESSON  y. 

1-8.  Discuss  Chapter  XI  of  “The  Teacher  and  the  School,” 
by  Colgrove.  The  subject  of  the  chapter  is  Classification,  Grading 
and  Promotions. 

9.  Make  a  list  of  the  pieces  you  would  recommend  for  the 
play  ground  equipment. 

10.  Discuss  the  qualifications  of  a  good  foreman  in  the  dif¬ 
ferent  industries. 

11.  Discuss  the  methods  of  the  recitation. 

12.  What  forms  of  the  family  are  there?  Trace  the  histori¬ 
cal  development  of  the  family. 

LESSON  VI. 

1-5.  Enumerate  and  discuss  the  principal  factors  in  study. 

6.  Outline  a  method  of  teaching  children  how  to  study. 

7.  Discuss  practical  suggestions  for  teaching  children  to  find 
specific  aims  for  their  study. 

8.  Discuss  the  importance  of  moderation  in  demands  made 
upon  children. 

9.  What  is  the  relation  of  habits,  character  and  school  stand¬ 
ing  to  employment? 


132 


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10.  Discuss  the  advantages  of  organization  in  play. 

11.  How  can  pupils  be  taught  to  study? 

12.  What  are  the  problems  of  the  modern  family? 

LESSON  VII. 

1-8.  Discuss  the  aims  of  the  recitation  under  the  following 
headings : 

(a)  To  test  preparation. 

( b )  To  aid  in  comprehending  the  subject  matter. 

( c )  To  discover  errors. 

( d )  To  arouse  mental  activity. 

( e )  To  test  what  was  previously  taught. 

(/  )  To  test  teacher’s  power. 

(g)  To  test  pupil’s  view  of  subject. 

(h)  To  stimulate  and  direct  study. 

(i  )  To  cultivate  habits  of  attention. 

(j  )  To  arouse  self  activity  and  the  power  of  indepen¬ 
dent  research. 

9.  What  are  some  of  the  essential  factors  of  successful  home 
making? 

10.  Discuss  the  value  of  exhibits. 

11.  Discuss  school  government — its  importance,  punishments, 
incentives. 

12.  What  are  the  laws  of  the  growth  of  population?  What 
influences  affect  the  increase  of  population? 

LESSON  VIII. 

1.  “The  three  foundations  of  learning  are  seeing  much,  suf¬ 
fering  much,  and  studying  much.”  Discuss  the  quotation. 

2.  Enumerate  and  discuss  favorable  conditions  for  study. 

3.  What  are  the  objects  of  study? 

4.  The  three  stages  of  study  are  apprehension,  comprehen¬ 
sion  and  application.  Discuss. 

5.  Discuss  wrong  methods  of  study. 

6.  Discuss  correct  methods  of  study. 

7.  What  will  you  do  with  pupils  who  are  not  prepared  ? 
Discuss,  fully. 

8-9.  Discuss  the  advantages  of  studying  mills,  factories, 
farms  and  stores. 

10.  Discuss  the  “Country  Life”  movement. 

11.  What  need  is  there  of  ethical  teaching?  Discuss  methods. 


COURSE  OF  STUDY 


133 


12.  Hold  a  debate  on  the  subject  of  whether  or  not  immigra¬ 
tion  should  be  restricted. 


LESSON  IX. 

1.  Discuss  the  location  and  general  plan  of  the  school 
building. 

2-5.  Make  up  lists  of  furniture,  apparatus  and  library  books 
that  you  would  recommend  if  you  were  in  charge  of  a  one-room 
country  school. 

6.  What  difficulties  may  be  encountered  if  the  teacher  is 
not  tactful  in  handling  patrons? 

7.  Discuss  the  old  and  the  new  ways  of  conducting  the 
school. 

8.  How  far  shall  the  teacher  co-operate  with  the  ideals,  and 
standards  of  the  community  ? 

9.  Discuss  various  kinds  of  recreation  for  the  country  girl. 

10.  Discuss :  “City  versus  Country  work !” 

11.  What  are  the  special  duties  and  opportunities  of  rural 
school  teachers? 

12.  Distinguish  between  poverty  and  pauperism.  What  are 
their  causes?  Discuss  remedies. 


LESSON  X. 

1-4.  Every  teacher  should  be  identified  with  some  sort  of 
community  work  outside  of  the  school.  Discuss  advantages  of 
such  work  to  the  teacher.  To  the  community. 

5.  Discuss,  the  advantages  and  methods  of  introducing  self 
government  in  the  school. 

6.  How  would  you  attempt  to  mold  public  opinion  in  favor 
of  industrial  work  in  the  schools? 

7.  Credit  is  sometimes  given  for  work  done  in  the  home. 
Discuss  the  merits  of  such  a  plan. 

8.  Discuss  the  organization  of  social  centers. 

9-10.  Discuss  the  vocational,  social  and  economical  aspects 
of  the  mechanical  problem. 

11.  How  can  rural  school  conditions  be  improved?  Discuss 
county  and  state  administration,  consolidation  of  schools,  transpor¬ 
tation  of  pupils,  etc. 

12.  Have  several  teachers  make  special  reports  on  Chapter 
XVI  in  Sociology  and  Modern  Social  Problems,  “Education  and 
Social  Progress.”  Discuss. 


PSYCHOLOGY 


FIRST  GRADE. 

Prepared  by  Frank  Carroon,  East  Las  Vegas ,  N.  M. 

REFERENCES. 

Bead:  Introductory  Psychology.  Ginn  &  Company. 

Tichener:  A  Beginner’s  Psychology.  Macmillan  Company. 

Tichener:  A  Primer  of  Psychology.  Macmillan  Company. 

Angell :  Psychology.  Henry  Holt  &  Company. 

Oppenheim:  Mental  Growth  and  Control.  Macmillan  Com¬ 
pany. 

James:  Psychology,  2  vol.  Henry  Holt  &  Company. 

Seashore:  Psychology  in  Daily  Life.  Henry  Holt  &  Com¬ 
pany. 

Seashore:  Elementary  Experiments  in  Psychology.  Henry 
Holt  &  Company. 

Munsterberg:  Psychology  and  the  Teacher.  D.  Appleton 
&  Company. 

Probably  the  most  difficult  task  of  the  teacher  who  introduces 
the  student  to  the  study  of  Psychology  is  to  get  him  to  understand 
the  distinctively  mental  nature  of  the  subject-matter  of  Psychology. 
Young  students,  especially,  are  remarkably  unskilled  in  the  act  of 
introspection.  One  of  the  best  methods  of  calling  attention  to  the 
fact  that  mental  phenomena  and  not  objective  phenomena  are  to 
be  considered  is  by  using  various  striking  cases  of  illusion.  Some 
of  the  most  astonishing  forms  of  optical  illusions  may  be  found  in 
Seashore’s  Psychology  and  Daily  Life,  opposite  page  160.  It 
would  be  well  if  the  teacher  might  have  this  book  for  use  in  the 
Institute. 

Below  will  be  found  a  series  of  very  simple  experiments  in 
sensation  designed  to  bring  out  this  point.  Special  attention  is 
called  to  Experiment  Ho.  2. 

EXPERIMENT  I. 

AFTER-IMAGES. 

1.  Positive  After-images. 

Look  at  a  lighted  lamp  for  half  a  second.  Then  instantly 
close  the  eyes  or  turn  from  the  light.  The  positive  image  of  the 
light  is  readily  seen. 


COURSE  OP  STUDY 


135 


2.  Negative  After-images. 

Place  a  black  square  on  the  upper  half  of  a  large  sheet  of 
white  paper.  Fixate  the  center  for  about  fifteen  seconds.  (The 
fixation-time  varies  for  different  individuals.)  Then  look  at  the 
lower  half  of  the  white  sheet.  A  bright  square  will  be  seen  which 
is  the  negative  after-image.  Interesting  results  may  be  obtained 
by  substituting  colored  squares  for  the  black  square. 

EXPERIMENT  II. 

Inversion  of  the  Retinal  Image. 

Make  a  pinhole  in  a  card,  and  hold  it  toward  the  light  about 
ten  centimeters  from  the  eye.  Holding  the  head  of  a  pin  very 
close  to  the  eye  in  front  of  the  pupil,  look  through  the  pinhole. 
The  pin  will  be  seen  inverted  back  of  the  card.  Pierce  five  holes 
close  together,  and  proceed  as  before.  How  many  pins  do  you  see? 

EXPERIMENT  III. 

Accommodation. 

Pierce  two  pinholes  in  a  card  about  a  millimeter  apart.  Hold 
the  end  of  a  ruler  against  the  cheek  below  the  right  eye  (closing 
the  left  eye),  and  look  through  the  two  pinholes.  Slide  a  pin 
(point  upward)  along  the  ruler,  moving  it  back  and  forth  until 
the  nearest  point  is  found  at  which  the  pin  can  be  seen  without  a 
blur.  This  is  the  near-point  of  vision.  Hold  the  pin  at  the  point 
just  determined  and  place  another  pin  about  twenty  centimeters 
beyond  it.  Notice  that  when  the  eye  is  focused  for  the  near  pin. 
the  other  appears  double,  and  vice  versa.  Move  the  distant  pin 
toward  the  near  one,  finding  how  close  it  must  be  brought  before 
both  can  be  clearly  seen  with  a  single  accommodation.  Measure 
the  distance.  This  is  called  the  line  of  accommodation. 

EXPERIMENT  IV. 

Muscular  Sensations  of  Position  of  the  Eye  as  Affecting  Perception. 

Roll  a  sheet  of  paper  into  a  tube  about  one  inch  in  diameter. 
Hold  your  left  hand  about  twelve  centimeters  in  front  of  your  face. 
Placing  the  tube  in  front  of  the  right  eye,  lean  it  against  the  left 
hand  and  point  toward  some  distant  object.  Look  with  both  eyes 
at  the  object.  The  object  and  a  circular  section  of  its  surround¬ 
ings  will  be  seen  through  a  hole  in  the  palm  of  your  hand. 


136 


COURSE  OF  STUDY 


EXPERIMENT  V. 

Auditory  Space — For  two  persons. 

Blindfold  and  seat  the  observer  in  a  quiet  room.  Standing 
on  one  side  of  the  observer,  reach  out  both  arms  and  snap  two 
coins  together  about  fifty  centimeters  from  the  center  of  the  head, 
being  careful  to  avoid  all  movements  of  the  body  and  rustling  of 
garments.  This  sound  is  to  be  produced  three  times  from  each 
of  seven  positions,  45  degrees  apart  in  the  median  plane  of  the 
body:  up,  up-front,  front,  down-front,  down-back,  and  up-back. 
The  trials  should  be  distributed  as  they  might  occur  by  chance. 
The  observer  reports  in  which  of  the  seven  directions  the  sound  is 
heard.  Figure  how  many  of  the  twenty-one  answers  are  correct, 
how  many  are  45,  90,  135,  and  180  degrees  wrong,  respectively. 

EXPERIMENT  VI. 

Tactual  Localization  of  a  Point. 

Mark  off  an  area  about  fifty  millimeters  wide  and  one  hun¬ 
dred  millimeters  long  on  the  volar  surface  of  the  forearm.  Make 
a  similar  plot  in  your  note  book.  Working  within  this  area,  let 
the  observer  close  his  eyes  while  his  wrist  is  touched  lightly  with 
a  pencil  point.  Then  with  his  eyes  open  have  him  locate  the  spot 
by  touching  with  another  pencil.  Mark  the  relative  positions  of 
the  two  spots  on  the  plot  in  your  note  book,  connecting  them  with 
a  light  line  to  indicate  the  amount  of  error.  Mark  the  dots  S 
(stimulus)  and  L  (location),  respectively.  Make  ten  or  fifteen 
1  rials. 

EXPERIMENT  VII. 

Recognition  of  Direction. 

(It  is  especially  desirable  that  the  subject  should  not  know 
the  purpose  of  the  experiment.)  Let  the  subject  stand  with  his 
back  against  the  wall.  Choose  a  point  on  the  opposite  wall  about 
the  height  of  his  shoulders.  Let  him  look  at  it  and  then  close  his 
eyes.  Then  require  him  to  point  to  it  as  exactly  as  possible  with 
a  rod  held  symmetrically  in  both  hands.  He  will  probably  make 
little  error.  Now  repeat  the  experiment,  but  this  time  have  the 
subject  turn  his  head  as  far  as  possible  to  the  left  after  closing 
his  eyes,  taking  pains  to  keep  his  shoulders  square.  Repeat  with 
the  head  turned  to  the  right.  It  will  be  observed  that  the  subject 
points  too  far  in  the  direction  opposite  to  that  of  the  turning  of 
the  head. 


COURSE  OF  'STUDY 


137 


An  interesting  variation  of  this  experiment  is  to  have  the 
subject  walk  toward  the  designated  object,  keeping  his  shoulders 
square,  his  eyes  closed,  and  his  head  turned  to  one  side.  He  will 
walk  more  and  more  too  far  toward  the  side  away  from  which  hi$ 
head  is  turned. 

LESSON  I. 

THE  MATURE  OF  PSYCHOLOGY. 

1.  State  the  problem  of  psychology.  How  does  it  differ  from 
physiology? 

2.  What  is  a  mental  fact  as  distinguished  from  a  physical 
fact? 

3.  Sketch  the  various  fields  of  psychology,  as  animal  psy¬ 
chology,  child  psychology  abnormal  psychology,  psychology  of  his¬ 
tory,  psychology  of  salesmanship,  social  psychology,  etc. 

4.  State  the  values,  which  psychology  has  for  the  teacher. 

5.  Discuss  the  methods  of  psychology. 

(a)  Introspection. 

( b )  Observation. 

(c)  Experiment. 

6.  What  are  the  objective  signs  of  mind? 

7.  What  is  the  relation  of  psychology  to  education? 

8.  Of  what  use  may  a  study  of  psychology  be  to  the  teacher 
outside  of  his  professional  life? 

LESSON  II. 

CONSCIOUSNESS. 

1.  Define  consciousness.  Distinguish  it  from  conscience. 

2.  What  is  the  function  of  consciousness? 

3.  Show  how  consciousness  appears  in  the  life  of  the  indi¬ 
vidual  and  assumes  control  of  action. 

4.  Discuss  the  biological  theory  of  mind  as  “the  master  de¬ 
vice  for  making  adjustments  to  the  environment.”  Give  examples 
of  such  adjustments. 

5.  What  other  devices  than  mind  do  we  have  for  adapting 
ourselves  to  our  surroundings? 

6.  Show  how  the  mind  is  hemmed  in  a  curious  way  be¬ 
tween  the  sense  organs  on  one  side  and  the  muscles  on  the  other. 

7.  What  is  the  psycho-motor  arc? 

8.  Show  that  consciousness  could  not  appear  without  the- 
assistance  of  sense  organs.  “Nihil  in  intellectu  quor  non  prius  in 


138 


COURSE  OP  STUDY 


sensu.”  Show  that  one  could  never  know  the  meaning  of  any  word 
descriptive  of  a  color  without  a  sense  of  vision,  or  of  a  sound 
without  the  sense  of  hearing,  etc. 

LESSON  III. 

THE  PHYSIOLOGICAL  BASIS  OF  MIND. 

1.  Discuss  the  body  as  the  envelope  of  consciousness  through 
which  the  mind  becomes  aware  of  the  external  world. 

2.  Discuss  the  brain  as  the  particular  seat  of  the  mind. 

3.  Illustrate  the  co-ordination  of  mind  and  brain.  Give  va¬ 
rious  examples. 

4.  Discuss  the  theory  of  psycho-physical  parallelism;  namely, 
that  for  every  mind  change  there  is  a  corresponding  and  accom¬ 
panying  brain  change. 

5.  Discuss  the  function  of  the  cerebrum. 

6.  Define :  cortex,  neurone,  axone,  sensory  and  motor  nerves ; 
spinal  cord,  etc. 

7.  What  is  meant  by  reaction  time? 

8.  Give  all  that  happens  in  the  proper  sequence  from  the 
time  a  stimulus  is  applied  to  the  nerve  ending  until  conscious  ac¬ 
tion  takes  place. 

9.  Define  and  illustrate  automatic  action;  reflex  action: 
spontaneous  action;  habit. 

10.  Contrast  these  forms  of  action  with  conscious  action. 
Give  examples. 

LESSON  IV. 

ATTENTION. 

1.  Define  and  discuss  attention. 

2.  Discuss  the  nature  and  forms  of  attention. 

3.  What  is  the  biological  function  of  attention? 

4.  Show 

(a)  That  attention  secures  a  vivid  and  clear  image 
of  the  object  of  thought. 

(&)  That  it  makes  the  image  permanent. 

( c )  That  the  object  of  thought  develops  its  relation 
to  other  things  during  prolonged  attention. 

( d )  That,  if  continued,  attention  always  results  in 
action. 

5.  Discuss  the  kinds  of  attention — voluntary,  involuntary,, 
nonvoluntary. 


COURSE  OF  STUDY 


139 


6.  Show  the  rythmic  nature  of  attention  and  that  change  is 
the  primal  law  of  its  activity. 

7.  Illustrate  the  discriminating  power  of  attention,  showing 
that  attention  is  selective.  Is  it  possible  to  study  diligently  in  a 
noisy  schoolroom? 

8.  Illustrate  its  synthetic  power. 

9.  What  is  the  importance  to  the  teacher  of  the  laws  of  at¬ 
tention  ? 

10.  Formulate  a  set  of  rules  according  to  which  the  work  of 
the  school  may  be  made  to  conform  to  these  important  laws  of  at¬ 
tention,  and  secure  the  greatest  results  in  the  education  of  the 
child. 


LESSON  V. 

SENSATION. 

It  would  be  well  for  the  instructor  to  secure  some  simple  text 
in  experimental  psychology  and  perform  a  few  of  the  simpler  and 
more  striking  experiments  in  sensation,  in  order  to  create  the  sci¬ 
entific  atmosphere  and  shift  the  emphasis  of  the  attention  of  the 
class  from  memorizing  to  perceiving  and  thinking. 

1.  Define  sensation. 

2.  Discuss  the  relation  of  attention  to  sensation,  showing 
the  effect  of  removal  of  attention  from  any  stream  of  sensations. 

3.  What  service  does,  sensation  perform  for  the  psycho-physi¬ 
cal  organism? 

4.  Define  sense  organ.  Show  that  a  sense  organ  is  a  pe¬ 
culiar  modification  of  the  peripheral  end  of  an  afferent  nerve  by 
which  the  nerve  is  made  capable  of  receiving  excitations  from  some 
external  stimulus.  Define  sense.  Study  the  mechanical  structure 
of  some  sense  organ. 

5.  Upon  what  basis  is.  the  classification  of  sensation  made. 

6.  Make  an  outline  of  the  various  classes  of  sensations,  be¬ 
ginning  with  the  two  main  classes,  bodily  or  organic  sensations, 
and  sensations  having  their  origin  in  the  external  world. 

7.  Explain  what  is  meant  by  maximal  and  minimal  intensity 
of  sensations. 

8.  State  and  illustrate  Weber’s  law  of  sensation,  giving  the 
fractions  for  sight,  touch  and  hearing. 

9.  What  is  the  threshold  of  sensation? 

10.  What  is  meant  by  the  local  sign  of  a  sensation? 

11.  Discuss  the  fusion  and  discrimination  of  sensation. 


140 


COURSE  OP  STUDY 


LESSON  VI. 

PERCEPTION. 

1.  Define  perception  and  show  how  it  utilizes  sensation. 

2.  Point  ont  the  part  played  by  past  experiences  in  per¬ 
ception. 

3.  Give  illustrations  to  show  that  perception  de  novo  is  an 
impossibility,  and  that  every  perception  involves  a  memory. 

4.  Show  how  perception  is  a  synthesizing  or  unifying  ac¬ 
tivity,  assembling  a  host  of  sensations,  both  present  and  former,  in 
to  one  meaning. 

5.  In  what  sei^se  does  pejrcteption  furnish  inaterials  for 
memory  ? 

6.  Show  that  perception  determines  motor  activities. 

7.  Show  that  the  simplest  acts  are  initiated  and  presided 
over  by  perception. 

8.  What  is  a  percept?  An  image? 

9.  Illustrate  the  following  differences  between  a  percept  and 
an  image: 

(a)  In  vividness. 

(5)  In  definiteness  of  outline  in  details. 

( c )  In  permanence. 

(d)  In  objective  reference. 

10.  What  is  an  illusion  of  perception?  By  what  test  may  we 
ascertain  whether  an  experience  is  a  true  perception  or  an  illusion  ? 

11.  Give  instances  of  illusions  of  sight,  hearing,  touch,  etc. 

LESSONS  VII. 

MEMORY.  IMAGINATION  AND  HABIT. 

1.  What  is  memory. 

2.  Discuss  the  nature  and  function  of  imagery. 

3.  Show  that  memory  utilizes  sense  perception  as  sense  per¬ 
ception  utilizes  sensation. 

4.  What  is  the  part  played  by  perception  in  memory? 

5.  What  is  organic  memory?  Is  it  true  that  the  wisdom  of 
past  experience  may  remain  treasured  up  in  an  unconscious  way 
in  the  physical  organism? 

6.  Distinguish  this  organic  memory  from  conscious  memory. 

7.  Show  how  the  memory  is  dependent  upon  the  laws  of 
association  which  were  acting  at  the  time  when  the  product  of 
memory  was  a  perception. 


COURSE  OP  STUDY 


141 


8.  Discuss : 

(a)  The  law  of  contiguity. 

(b)  The  law  of  similarity. 

( c )  The  law  of  contrast. 

( d )  The  law  of  cause  and  effect. 

Show  that  the  last  three  are  but  modifying  influences  af¬ 
fecting  the  working  of  the  chief  law  of  association, 
contiguity. 

9.  What  is  the  effect  of  frequency,  recency,  intensity,  con¬ 
textual  association,  emotional  association  of  a  given  experience' 
upon  its  permanence  in  memory? 

10.  Do  the  laws  of  association  discussed  under  ISTo.  8  apply 
to  the  functioning  of  imagination  as  well  as  to  memory?  Discuss 
the  relation  of  imagination  to  memory,  showing  that  the  former 
is  a  mode  of  reproduction  of  past  experiences  of  the  memory,  but 
different  in  the  degree  of  freedom  with  which  the  elements  of  the- 
past  experience  are  used. 

11.  Discuss  habit  as  a  factor  in  memory  and  imagination.  Is 
it  also  a  factor  in  perception? 

12.  Do  we  have  habits  of  thought? 

13.  Show  how  the  past  is  an  increasing  factor  in  determining 
our  lives  in  the  present  through  the  law  of  habit,  and  how  our 
freedom  is  being  constantly  circumscribed.  Is  this  a  necessary 
and  beneficent  law? 

14.  What  matters  should  be  reduced  to  habit  as  quickly  as 
possible? 

LESSON  VIII. 

THE  THOUGHT  POWEES. 

1.  Conception. 

1.  What  is  conception?  Distinguish  between  the  process 
and  the  result.  Define  a  concept. 

2.  Discuss  the  function  of  conception,  showing  its  biological 
value. 

3.  Illustrate  how  through  conception  we  are  able  to  synthe¬ 
size  into  one  idea  the  essential  meaning  of  a  long  train  of  ex¬ 
periences. 

4.  What  are  the  incentives  to  the  development  of  concep¬ 
tion? 

5.  Discuss  ways  in  which  the  teacher  may  assume  control 
over  this  process. 


142 


COURSE  OP  STUDY 


6.  What  has  one’s  concepts  to  do  with  his  efficiency? 

7.  Explain  such  a  phenomenon  as  spiritual  re-birth. 

2.  Judgment. 

1.  What  is  judgment? 

2.  Analyze  a  judgment. 

3.  Show  how  judgment  makes  use  of  sensation,  perception, 
memory,  imagination  and  conception. 

4.  Show  how  clear  judgment  is  an  essential  to  personal  ef¬ 
ficiency. 

3.  Reasoning. 

1.  Define  reason  as  a  process  of  relating  judgments  about 
some  problem  with  the  purpose  of  solving  the  difficulty  presented. 

2.  Select  and  analyze  a  process  of  reasoning  involving  a 
practical  problem  thus: 

(a)  The  precipitation  of  a  difficulty  in  our  adjust¬ 
ment. 

(b)  The  conception  of  the  question  or  problem  in¬ 
volved  in  the  resolution  of  the  difficulty. 

(c)  The  search  for  standards  or  for  concepts  by 
which  to  resolve  the  question.  (Deliberation.) 

( d )  The  closing  of  the  deliberation  by  finding  a  stand¬ 
ard  or  a  principle  which  solves  the  difficulty. 

( e )  Action  in  the  light  of  the  solution  found. 

3.  Apply  this  same  analysis  to  a  difficulty  involving  reason¬ 
ing  in  the  province  of  the  moral  life. 

LESSON  IX. 

AFFECTION  AND  ACTION. 

1.  Define  affection  and  distinguish  from  sensation. 

2.  Classify  affective  states  into  sensuous,  intellectual,  aes¬ 
thetic,  moral  and  religious. 

3.  Why  do  some  ideas  and  experiences  please  us,  while  others 
are  painful  and  unpleasant? 

4.  Discuss  affective  states  as  incentives  to  action. 

5.  Discuss  emotion  as  heightened  feeling  involving  racial 
physiological  relations  or  instincts. 

6.  What  are  the  four  general  bodily  modes  of  expression  of 
feeling  ? 

7.  Discuss  the  Lange- James  theory  of  emotion  showing  the 
possibilities  of  its  control  by  the  will. 


COURSE  OP  STUDY 


143 


8.  Define  sentiment;  temperament. 

9.  Show  how  all  of  the  mental  powers  thus  far  discussed 
function  in,  and  are  justified  by,  action. 

10.  Discuss  the  following  kinds  of  action: 

(a)  Physiological,  or  reflex  and  automatic  actions. 

( b )  Eacial,  or  instinctive  actions. 

(c)  Individual,  or  conscious  actions. 

11.  Discuss  the  two  main  divisions  of  conscious  action: 

(a)  Simple  or  impulsive  action. 

( b )  Complex  action. 

12.  What  is  the  result  when  one  acts  simply  in  a  situation 
which  calls  for  complex  action? 

13.  Compare  complex  action  with  reasoning,  showing  that 
reasoning  is  involved  in  some  form  in  every  case  of  complex  action. 

LESSON  X. 

GENERAL  SURVEY. 

1.  Why  do  not  animals  need  as  much  intelligence  as  men? 
What  in  them  takes  the  place  of  the  higher  forms  of  intelligence? 

2.  Discuss  the  theories  which  have  attempted  to  explain  the 
origin  of  instincts. 

3.  Discuss  the  iihitative  instinct  of  children. 

4.  Account  for  the  presence  of  harmful  instincts. 

5.  Discuss  the  nature  of  suggestion  and  hypnotic  phenomena. 

6.  Discuss  abnormal  psychic  phenomena  as  due  to  the  dis¬ 
integration  of  associations  which  were  perfected  through  the  laws 
of  perception,  association,  memory,  conception,  judgment,  etc. 

7.  In  this  way  account  for  amnesia,  double  personality,  and 
the  phenomena  of  senility. 

8.  Trace  the  evolution  of  the  consciousness  of  self. 

9.  Explain  the  feeling  of  personal  identity. 

10.  Discuss  the  hypothetical  subconscious  personality. 


MUSIC 


Prepared  by  Helen  Chandler ,  N.  M.  S.  N.,  Silver  City,  N. 
LESSON  I. 

WHY  TEACH  MUSIC  IN  THE  SCHOOL? 

Much  has  been  done  in  schools  to  train  the  mind  and  hand 
of  the  child;  but  comparatively  little  to  train  the  hearts,  emotions 
and  feelings,  yet  these  determine  actions  and  mold  characters. 

In  music  is  a  power  to  build  ideals,  and  awaken  a  desire  for 
good !  It  reaches  the  heart  and  brings  to  light  one’s  better  na¬ 
ture.  It  therefore  may  regulate  and  control  actions  as  one  is 
awakened  to  nobler  effort  and  higher  aims. 

“It  should  be  as  natural  for  the  child  to  sing  as  to  laugh.” 
All  children  love  music  and  it  is  indispensable  in  the  school  room. 
A  school  without  music  would  be  a  dull  work  shop. 

Discuss  its.  value  in  the  following  ways : 

1.  Educates  the  senses  of  hearing  and  sight. 

2.  Cultivates  the  voice. 

3.  Quickens  the  memory. 

4.  Trains  in  habits  of  accuracy. 

5.  Utilizes  the  power  of  concentration. 

6.  Is  a  means,  of  physical  training,  by  demanding  deep 
breathing,  erect  posture  and  creating  self  poise. 

7.  Brings  a  true  appreciation  of  the  beautiful. 

8.  Brings  pleasure  and  joy  into  the  school. 

9.  Develops  co-operation. 

10.  Develops  citizens  who  love  good  music,  either  as  lis¬ 
teners  or  performers,  by  giving  them  the  necessary  train¬ 
ing  in  technical  skill. 

LESSON  II. 

SONG  MATERIAL  AND  SELECTION. 

(a)  Text: 

Must  appeal  to  child  life  and  suit  his  age. 

Must  be  worthy  of  being  memorized. 

Never  use  a  standard  song  with  other  words  than  the- 
original. 


COURSE  OF  STUDY 


146 


(&)  Music: 

,  Within  range  of  the  child  voice. 

Strong  in  rhythm. 

Must  suit  the  words. 

If  the  music  does  not  enhance  the  text  it  is  not  good 
music. 

Give  the  children  a  variety  of  songs. 

Groupings  of  Songs: 

1.  Social — 

Patriotism. 

Home. 

Friendship. 

Love. 

Folk-songs. 

2.  Religious. 

3.  Heroism  and  adventure. 

4.  Humorous. 

5.  Play  group  (activity.) 

6.  Labor  (occupation.) 

7.  Nature. 

8.  Animals. 

9.  Special  occasions. 

LESSON  III. 

ROTE  SONG. 

The  basis  of  all  school  music  is  the  rote  song,  or  song  learned 
by  imitation.  All  songs  used  in  the  kindergarten  and  first  grade, 
also  the  majority  of  those  in  the  second  grade,  should  be  taught 
by  rote. 

Aims  of  rote  songs: 

1.  To  arouse  the  children’s  interest  in  music. 

2.  To  provide  musical  experience  which  shall  serve  as  a 

basis  for  technical  work. 

3.  To  provide  material  for  the  development  of  ability  to 

sing. 

HOW  TO  TEACH  A  ROTE  SONG. 

Preparation :  Arouse  the  interest  of  the  children.  Their 
imagination  and  interest  must  be  aroused  so  that  their  undivided 
attention  will  be  secured.  This  accomplished,  there  will  be  little 
difficulty  in  learning  the  song.  Too  little  attention,  usually,  is 
given  to  the  preparation  and  the  spirit  of  songs. 


146 


COURSE  OF  STUDY 


Presentation : 

(1)  Teacher  sing  the  song  as  a  whole,  enthusiastically,  ex¬ 
pressively,  with  light  tone  and  distinct  enunciation. 
Gestures  will  attract  the  interest  of  the  children,  but 
must  never  be  exaggerated,  either  on  the  part  of  the 
teacher  or  the  children  to  interfere  with  the  artistic  use 
of  the  voice  or  to  divert  attention  from  the  song  itself. 

(2)  Discuss  the  text  and  its  meaning — being  sure  the  chil¬ 
dren  understand  all  the  words. 

(3)  Teach  a  phrase  at  a  time,  e.  g. : 

Teacher  sing  first  phrase, 

Children  imitate. 

Teacher  sing  second  phrase, 

Children  imitate. 

Teacher  sing  first  and  second  phases. 

Children  imitate,  etc. 

(4)  Sing  complete  song. 

Review  or  drill  may  come  in  another  lesson. 

Do  much  individual  and  group  singing. 

LESSON  IV. 

STEPS  LEADING  FROM  ROTE  SONG  TO  STUDY  SONG. 

In  development  of  musical  experience  from  the  imitative  or 
rote-song  stage  to  the  point  of  intelligent  sight  reading  of  new 
Songs  from  notation,  the  pedagogical  steps  are  clearly  marked: 

1.  Teaching  rote  songs  from  experience  and  oral  expression. 

2.  Concentrating  attention  upon  the  musical  aspect  of  the 
song  alone  by  singing  the  melody  with  “loo”  and  observing  the 
repetition  of  the  phrases. 

3.  Teaching  sol-fa  syllables  to  familiar  songs  by  rote  as  a 
new  stanza,  noting  that  phrases  which  sounded  alike  when  sung 
with  “loo”  have  same  syllables. 

4.  Observation  of  groups  of  tones,  as  do-mi-sol,  sol-do-mi, 
re-fa-la,  etc.,  called  figures  or  motives.  Ear  training  in  these  mo¬ 
tives. 

5.  Presentation  of  familiar  songs  to  the  eye  in  staff  rotation ; 
observing  familiar  motives  and  figures  in  staff  pictures.  Drill  in 
rapid  visualization. 

6.  Recognition  of  familiar  figures  or  motives  in  notation  of 
new  songs  read  by  the  children  with  little  assistance  from  the 
teacher. 


COURSE  OF  STUDY 


147 


In  sight  reading,  do  much  individual  work.  Nothing  strength¬ 
ens  the  musical  ability  of  a  school  as  rapidly  as  strong  individual 
work.  Lead  the  children  to  feel  that  they  should  be  able  to  sing 
alone  as  well  as  to  read  alone.  Make  them  feel  it  is  work  to  be 
done  well,  then  see  that  it  is  done.  Soon  they  will  respect  music, 
and  as  they  gain  ability  to  read  they  will  like  it.  Give  a  child 
knowledge  and  ability  and  he  will  like  any  subject. 

Device  to  aid  in  quick  sight  reading: 

Study  first  phrase  of  the  song,  close  the  books,  (keeping  a 
finger  in  the  place)  and  sing.  Second  phrase  in  same  manner,  etc. 

LESSON  V. 

RHYTHM. 

The  feeling  for  rhythm  is  a  primitive  instinct.  Complex 
rhythms  can  be  easily  felt  and  imitated  by  young  children,  and 
in  the  early  years  of  his  school  life  his  mind  should  be  stored  with 
varied  rhythmic  experiences.  He  should  express  himself  in  rhythms 
to  form  a  basis  of  later  study.  This  experience  may  come  through 
rote-song  singing,  rhythmic  motions  to  songs,  singing  games,  dra¬ 
matizations  and  folk  dances. 

Rhythmic  motions  include  marching,  skipping,  swaying  and 
clapping  in  time  to  music. 

In  singing  games,  the  actions  fit  the  words  of  the  song. 

Many  songs  which  tell  a  story  may  be  dramatized  as  readily 
as  the  stories  in  their  reading  lessons. 

Much  rhythmic  development  may  be  derived  from  the  folk 
games  and  dances  of  various  countries.  The  directions  for  these 
dances  are  definitely  given  with  the  music  and  may  be  easily  fol¬ 
lowed. 

In  striving  to  develop  a  strong  feeling  for  rhythm  in  the 
children,  be  careful  that  you  do  not  put  action  into  every  song 
they  sing.  Their  attention  must  not  be  taken  entirely  away  from 
the  beauty  of  the  melody  and  when  actions  are  used  in  songs,  the 
action  must  never  be  exaggerated  to  interfere  with  an  artistic 
rendering  of  the  song. 


LESSON  VI. 

CHILD  VOICE. 

Work,  first,  last  and  always  in  every  grade  for  good  voice  qual¬ 
ity.  Shouting  must  not  be  mistaken  for  singing — children’s  vocal 
organs  may  be  so  strained  by  this  that  their  voices  will  be  per- 


148 


COURSE  OF  STUDY 


manently  injured.  They  should  have  a  light,  fluty  and  ringing 
quality.  After  a  child  reaches  the  sixth  year,  he  has  two  registers 
— the  chest,  or  thick,  and  the  head,  or  thin.  The  chest  register 
has  no  place  in  the  school  room — only  the  head,  or  thin.  The 
child  voice  is  delicate  and  should  sound  so — there  must  be  no 
tightness  at  the  throat.  If  a  song  is  sung  with  bad  voice  quality 
it  may  often  be  remedied  by  singing  the  melody  with  “loo,”  then 
trying  to  keep  the  same  quality  when  returning  to  the  words. 

Breath  control  is  an  important  factor.  Spend  little,  if  any, 
time  on  breathing  exercises  as  such,  for  they  have  a  tendency  to 
become  time  wasters.  The  same  results  can  usually  be  accom¬ 
plished  through  the  songs  themselves,  by  being  sure  the  children 
take  breath  enough  at  the  beginning  of  a  phrase  to  complete  it 
without  a  break. 

Children  should  be  taught  to  discriminate  between  good  and 
bad  quality  in  their  own  voices.  They  will  soon  recognize  the  dif¬ 
ference  and  will  prefer  the  good. 

Children  should  be  taught  to  speak  as  well  as  sing  in  a  musi¬ 
cal  voice.  The  teacher  may  well  look  to  her  own  speaking  voice 
to  determine  whether  it  is  well  modulated  and  refined,  that  she 
may  be  the  best  example  for  the  children. 

The  teacher  should  sing  for  her  class,  and  seldom  with  them, 
because : 

(a)  Her  example  may  not  be  the  best. 

(fr)  She  needs  to  listen  and  cannot  do  both  well. 

( c )  Renders  her  class  dependent  and  lessens  their  pride  in 
accomplishment. 

LESSON  VII. 

MUSICALLY  DEFICIENT  CHILDREN. 

Often  the  musically  deficient  children  are  misunderstood. 
They  need  careful  attention  from  the  teacher  and  must  not  be 
ignored.  If  a  child  is  normal  mentally  and  physically  he  can  be 
taught  to  sing.  If  a  child  has  defective  hearing,  defective  speech 
organs,  or  weak  mind,  it  may  not  be  possible  to  teach  him. 

Musically  deficient  children  are  those  who  have  more  than 
one  tone  but  a  limited  range. 

Monotones  are  those  who  sing  or  speak  in  a  single  tone. 

Treatment :  Select  monotones  and  put  in  a  “choir”  by  them¬ 
selves.  Have  them  listen  much  to  others  and  not  sing  all  the 
time.  Individual  work  with  them  will  help  most.  This  requires 


COURSE  OF  STUDY 


149 


much  patience  on  the  part  of  the  teacher.  Encourage  them  and 
never  make  them  feel  they  cannot  sing. 

If  a  child  cannot  reproduce  your  tone,  begin  with  his  own 
and  gradually  work  up  by  means  of  skips.  Some  good  devices: 
Calling  name,  "Bil-ly”  (1-8),  child  responding  "I’m  here”  to 
same  interval.  If  he  cannot  reproduce  1-8,  try  1-3,  or  1-5,  hut 
always  at  first  staying  on  tonic  chord.  Imitating  calls  of  home  or 
street,  as:  "Peek-a-boo,”  5-3-8;  "Toss  my  ball,”  1-1-8,  accom¬ 
pany  by  the  action  of  tossing  a  ball.  Echo  game — Child  go  to 
one  corner  of  room  and  "echo”  what  teacher  sings  to  him. 

LESSON  VIII. 

THE  CHANGING  VOICE  AND  PART  SINGING. 

When  the  child  voice  changes,  the  cause  is  a  change  in  the 
size  of  the  larynx.  Girls’  voices  change  as  a  ratio  of  5.7;  boys’, 
double  the  size.  Great  care  is  needed  here. 

Some  boys’  voices  change  very  suddenly — others  gradually. 
Boys  are  keenly  sensitive,  abnormally  self-conscious  and  afraid  of 
ridicule  at  this  stage.  They  should  be  made  to  sing  within  lim¬ 
ited  range,  and  if  the  condition  is  properly  met  there  is  no  more 
need  to  stop  singing  than  to  stop  talking  or  shouting.  Avoid 
music  with  extreme  range. 

Boys  gradually  lose  the  upper  tones  and  gain  lower  ones. 
When  the  upper  tones  sound  strained,  put  the  boy  on  the  second 
part,  then  later  on  alto,  alto-tenor  and  bass. 

.  Begin  the  first  two-part  song  with  both  parts  singing  together. 
Do  not  sing  the  parts  separately  at  first.  The  aim  is  to  sing  and 
hear  the  two  parts  together  and  they  should  be  trained  so  from 
the  beginning.  Introduce  bass  clef  from  the  great  or  eleven-line 
staff,  showing  relation  between  bass  and  treble  clefs. 

LESSON  IX. 

SPECIAL  SUGGESTIONS  FOR  TEACHING  MUSIC  IN  RURAL  SCHOOLS. 

Every  school,  whether  graded  or  ungraded,  should  have  a 
daily  music  period.  Nothing  will  bring  more  real  joy  into  the 
school  and  tend  toward  unity  and  school  spirit  more  than  a  gen¬ 
eral  music  period  in  which  all  may  participate. 

Seat  older  pupils  according  to  their  parts,  with  the  younger 
pupils  in  front  of  the  sopranos.  The  older  pupils  may  read  songs 
by  note,  the  younger  ones  following  from  the  book,  bnt  learning 
almost  entirely  by  rote. 


150 


COURSE  OF  STUDY 


Be  sure  always,  of  erect  positions,  light  voice  quality,  and 
plenty  of  fresh  air. 

Teach  a  variety  of  songs,  using  many  patriotic  ones  which 
should  be  memorized,  as  “ Star- Spangled  Banner,”  “America,” 
“Columbia,  the  Gem  of  the  Ocean,”  “Dixie,”  etc. 

Much  enjoyment  as  well  as  value  in  establishing  part-singing 
may  be  derived  from  rounds  and  canons. 


LESSON  X. 

SOURCES  OP  GOOD  SONG  MATERIAL. 

A  list  of  books  which  may  be  obtained  from  any  music  house 
or  direct  from  the  publishers  upon  receipt  of  price,  containing 
splendid  song  material  for  rote  work: 


Publishers. 


Price 


Author 
Jessie  Gaynor, 

Songs  of  the  Child  World,  Yols.  I  &  IT. 

John  Church  Co .  88c 

Fannie  Snow  Knowlton, 

Nature  Songs  for  Children  Milton,  Bradley  Co .  84c 

Walker  and  Jenks, 

Songs  and  Games  for  Little  Ones. 

Oliver  Ditson  . $1.50 

Emily  Poulsson, 

Holiday  and  Every  Day  Songs. 

Milton,  Bradley  Co . $1.67 

Neiglinger, 

Small  Songs  for  Small  Singers. 

Schirmer  . $1.50 

Elliott, 

Mother  Goose.  McLaughlin  Co .  59c 

Alys  Bentley, 

Song  Primer  (Teacher’s  Book) 

A.  S.  Barnes  Co. .  90c 

Marie  Hofer, 

Singing  Games  for  Children. 


Folk  Games  and  Songs. 
Progressive  Music  Series, 
New  Educational, 

Lyric  Music  Series, 

Eleanor  Smith  Music  Course 
Modern  Music  Series, 


Flanagan  Co.  each  40c 
Silver,  Burdette  &  Co.... 

Ginn  &  Co . 

Scott,  Foresman  Co . 

American  Book  Co . 

Silver,  Burdette  &  Co.... 


ELEMENTARY  ALGEBRA 


FIRST  GRADE. 

Prepared  by  Andrew  McCurdy,  Carrizozo,  N.  M. 

Basal  Text,  Hawkes-Luby-Touton  Complete  Algebra. 

LESSON  I. 

INTRODUCTION  TO  ALGEBRA. 

1.  Define  algebra.  Compare  algebra  and  arithmetic. 

2.  Illustrate  usefulness  of  symbols  in  concrete  problems. 

3.  Define  and  illustrate:  (a)  coefficient,  (6)  exponent,  (c) 
polynomial. 

4.  Familiarize  yourself  with  operations  with  parentheses  by 
the  solution  of  numerous  problems  containing  them. 

5.  Review  and  practice  the  order  of  the  fundamental  opera¬ 
tions  of  arithmetic. 

6.  Solve  a  number  of  problems  in  the  evaluation  of  expres¬ 
sions,  assigning  arbitrary  values  to  the  several  unknowns. 

LESSON  II. 

POSITIVE  AND  NEGATIVE  NUMBERS. 

1.  Give  a  device  (original  if  possible)  of  teaching  a  class 
the  principles  of  the  addition  of  signed  numbers. 

2.  Drill  rapidly  and  extensively  in  the  addition  of  plus  and 
minus  quantities. 

3.  Give  the  rule  for  the  subtraction  of  signed  numbers  and 
explain  by  what  right  the  indicated  process  is  performed. 

4.  Work  many  problems  containing  the  foregoing  operations. 

5.  Explain  the  fact  that  like  signs  multiplied  or  divided 
give  plus  and  unlike  signs  multiplied  or  divided  give  a  negative 
result. 

6.  Drill  extensively  on  the  preceding  principle. 

7.  Add  and  subtract  a  number  of  polynomials  and  check 
results. 


152 


COURSE  OF  STUDY 


LESSON  III. 

SIMPLE  EQUATIONS  AND  PARENTHESES. 

1.  Define  “transposition”  and  show  the  mathematical  cor¬ 
rectness  of  its  use. 

2.  Solve  all  available  problems,  and  originate  problems  pro¬ 
ducing  simple  equations.  Always  check  results.  This  is  a  good 
habit  to  form  and  answer  books  are  thereby  discarded. 

3.  Distinguish  between  equations  of  identity  and  equations 
of  condition,  illustrating  each  type. 

4.  Translate  written  statements  into  equations  and  vice  versa. 

5.  Observe  rigidly  the  five  systematic  steps  in  the  solution 
of  equations,  cultivating  orderly  analysis  of  all  problems. 

6.  Work  out  enough  miscellaneous  problems  to  insure  a  firm 
grasp  of  this  portion  of  algebra. 

7.  Be  able  to  remove  parentheses  from  an  expression  or  to 
enclose  terms  of  an  expression  in  parentheses  with  equal  readiness. 

8.  Solve  a  large  number  of  simple  equations  containing 
parentheses. 

LESSON  IV. 

MULTIPLICATION  AND  DIVISION  OF  POLYNOMIALS. 

1.  Study  commutative  and  associative  laws  of  multiplication 
of  terms  containing  unlike  letters. 

2.  Show  treatment  of  exponents  in  multiplication  of  terms 
containing  like  letters. 

3.  What  is  the  necessary  arrangement  of  the  terms  of  an 
expression  in  the  mutiplication  and  division  of  polynomials? 

4.  Be  always  able  to  emphasize  that  algebra  is  directly  de¬ 
pendent  upon  the  fundamental  arithmetical  principles. 

5.  Solve  various  problems  and  apply  check  to  results. 

LESSON  V. 

FACTORING. 

1.  Learn  all  the  common  special  products,  such  as  the  square 
of  the  sum  of  two  numbers  or  of  their  difference,  the  product  of 
the  sum  of  two  numbers  by  their  difference,  etc.,  taking  special 
notice  of  the  time  and  effort  saved  by  the  exercise  of  memory. 

2.  Drill  generously  until  the  resulting  products  of  the  more 
common  factors  can  be  declared  without  any  hesitancy. 


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153 


3.  Factoring  is  defined  as  in  arithmetic,  but  with  extended 
usefulness  in  algebra. 

4.  Be  able  to  supply  with  readiness  any  one  missing  term  of 
a  perfect  trinomial  square. 

5.  Factor  numerous  problems  of  a  miscellaneous  character. 
Famailiarity  with  this  phase  of  algebra  is  a  much-to-be-desired  ac¬ 
complishment. 

6.  Give  special  attention  to  the  standard  type  forms  on  page 
120,  as  all  factorable  expressions  are  embraced  in  these  formulae. 

7.  Solve  a  number  of  quadratic  and  cubic  equations,  at  this 
time  by  the  application  of  the  principles  just  learned.  Explain 
the  following  principle:  "If  the  product  of  two  factors  is  zero, 
one  of  the  factors  must  be  zero.”  Show  also  that  both  may  be 
zero. 

8.  IThe  H.  C.  F.  and  L.  C.  M.  will  be  found  to  embrace 
arithmetical  operations,  with  a  slight  algebraic  extension. 

LESSON  Yl. 

FRACTIONS. 

1.  Study:  ( a )  Reduction  to  lowest  terms,  (b)  addition  and 
subtraction,  (c)  multiplication  and  division,  of  fractions. 

2.  Give  special  attention  to  complex  fractions,  solving  a  suf¬ 
ficient  number  to  insure  a  firm  grasp  of  the  subject. 

3.  Be  able  to  readily  handle  equations  containing  fractional 
terms,  checking  all  results. 

4.  Ratio  and  proportion,  (a)  Mean  proportional,  ( b )  third 
proportional,  ( c )  fourth  proportional.  Define  and  illustrate. 

5.  Make  every  possible  geometrical  application  of  the  theory 
of  proportion. 

LESSON  VII. 

GRAPHS  AND  LINEAR  EQUATIONS. 

1.  Obtain,  or  prepare  with  ruler,  necessary  co-ordinate  paper. 

2.  Point  out  and  define  (a)  abscissa,  ( b )  ordinate,  ( c )  co¬ 
ordinates. 

3.  What  are  the  relative  positions  of  the  positive  and  nega¬ 
tive  x-  and  y-values  with  reference  to  the  axis? 

4.  Plot  several  linear  equations  and  show  that  the  intersec¬ 
tion  of«  the  graphs  of  any  two  linear  equations  satisfies  the  condi¬ 
tions  of  either  equation  when  substituted  in  it. 

5.  Solve  an  ample  number  of  simultaneous  linear  equations 


154 


COURSE  OF  STUDY 


by  the  addition  and  subtraction  method,  or  by  the  substitution 
method,  as  the  form  of  the  equations  recommend. 

6.  Solve  a  few  equations  in  three  unknowns.  How  many  in¬ 
dependent  equations  must  we  have  for  the  solution  of  equations 
containing  two  unknowns?  Three? 

7.  Attend  specially  to  literal  simultaneous  equations,  empha¬ 
sizing  the  broader  meaning  of  these  than  of  problems  purely  nu¬ 
merical. 

8.  Work  many  practical  problems  involving  simultaneous 
equations,  with  special  attention  to  list  on  pages  225-227. 

LESSON  VIII. 

SQUARE  ROOT  AND  RADICALS. 

1.  Give  to  the  arithmetical  method  of  extracting  the  square 
root  an  algebraic  explanation,  reviewing  the  rule,  page  229. 

2.  Extract  the  square  root  of  all  available  expressions,  and 
employ  the  process  in  all  possible  geometrical  problems. 

3.  What  are  real  numbers?  Imaginary  numbers?  Rational 
expressions  ?  Irrational  expressions  ?  What  is  a  surd  ?  -Radicand  ? 

4.  Write  radical  expressions  as  equivalents  with  fractional 
exponents  and  vice  versa.  In  fractional  exponents  what  part  of 
the  fraction  is  the  index  of  the  radical?  Which  is  the  exponent 
of  the  radicand? 

5.  Practice  all  methods  of  involution  in  the  solution  of  rep¬ 
resentative  problems. 

6.  When  is  a  radical  in  its  simplest  form?  (See  list  page 
243.) 

7.  Work  an  adequate  number  of  problems  in  all  fundamental 
operations  with  radicals,  until  they  are  thoroughly  familiar.  What 
is  meant  by  a  rationalizing  factor?  Illustrate  its  use  in  division 
of  radicals. 

8.  Factors  involving  radicals  may  now  be  understood  and 
readily  obtained.  (See  exercises  page  257.) 

LESSON  IN. 

GRAPHS  OF  EQUATIONS  IN  ONE  UNKNOWN. 

1.  Distinguish  between  linear,  quadratic  and  cubic  equations. 
Define  “function.” 

2.  What  kind  of  a  line  do  you  naturally  expect  the  graph; 
of  a  linear  function  to  give? 


COURSE  OF  STUDY 


155 


3.  Determine  by  trial  the  nature  of  the  graph  of  a  given 
quadratic  equation.  What  is  the  resulting  figure  called? 

4.  Develop  skill  and  rapidity  in  the  plotting  of  graphs  and 
observe  the  many  important  commercial  applications  of  this 
method. 

LESSON  X. 

QUADRATIC  EQUATIONS. 

1.  Define  a  pure  quadratic  equation;  an  affected,  quadratic 
equation. 

2.  If  the  coefficient  of  the  second  power  of  the  unknown  is 
unity,  by  what  right  do  we  complete  the  square  by  adding  to  both 
members  of  the  quadratic  equation  the  square  of  half  the  coefficient 
of  the  first  power  of  the  unknown?  Explain  fully. 

3.  Make  a  special  study  of  literal  quadratic  equations,  as  of 
all  literal  equations.  Deduce  the  standard  quadratic  formula  and 
solve  numbers  of  these  equations  by  direct  substitution  in  this  for¬ 
mula,  checking  all  results. 

4.  Work  out  all  available  problems  producing  quadratics. 

5.  If  time  permits,  study  the  principal  types  of  simultaneous 
quadratic  equations,  solving  all  possible  combinations  of  equations. 

6.  Do  you  favor  the  inductive  method  of  teaching  algebra, 
or  should  the  set  rule  be  made  the  basis  of  all  procedure? 

7.  Endeavor,  as  a  teacher  of  algebra,  not  to  treat  the  sub¬ 
ject  as  an  isolated  branch  of  mathematics,  but  as  an  extension  of 
the  fundamental  principles  of  arithmetic,  striving  always  to  ex¬ 
clude  the  element  of  mystery  from  all  its  operations. 


BOTANY 


Prepared  by  J .  E.  Brownlee,  New  Mexico  State  Normal, 
Silver  City,  N.  M. 


This  outline  is  based  on  Bergen  &  Caldwell’s  Introduction  to 
Botany. 


LESSON  I. 


ROOTS  AND  STEMS. 


1.  Describe  the  way  roots  grow.  What  things  affect  the 
growth.  Compare  them  with  stems. 

2.  Define  root  system.  What  influence  does  gravity  have  on 
the  root  system?  What  is  meant  by  response  to  stimuli? 

3.  Compare  the  length  of  the  root  system  with  that  of  the 
stem  s}rstem. 

4.  What  are  the  principal  functions  of  roots?  What  parts 
of  roots  do  the  work  of  absorption? 

5.  Why  do  plants  wilt  when  first  transplanted  and  later  re¬ 
cover?  Give  some  idea  of  the  amount  of  water  absorbed  by  roots. 

6.  Compare  stems  with  roots  as  to  the  way  in  which  they 
grow,  and  as  to  the  work  which  they  do. 

7.  Describe  uses  of  stems  to  man.  Name  commercial  pro¬ 
ducts  procured  from  stems.  From  roots. 

8.  What  is  forestry? 

9.  Explain  the  difference  between  the  stem  structure  of  mono¬ 
cotyledons  and  dicotyledons. 

10.  Discuss  the  various  ways  of  climbing  and  show  which  are 
generally  the  most  effective  in  securing  a  good  light  supply  under 
great  difficulties. 

LESSON  II. 


STEMS,  BUDS  AND  LEAVES. 

1.  Explain:  (1)  opposite  branching;  (2)  alternate  branch¬ 
ing;  (3)  terminal  buds;  (4)  annual  growth. 

2.  Distinguish  between  annual,  biennial  and  perennial  plants. 

3.  Discuss  the  different  methods  of  budding  and  grafting. 

4.  How  does  pruning  affect  the  growth  of  hedges,  shrub¬ 
bery,  etc.? 


COURSE  OF  STUDY 


157 


I 

5.  Find  out  the  names  of  trees  that  are  pruned  for  each  of 
the  following  purposes: 

(a)  To  improve 'the  fruit. 

(b)  To  alter  the  shape. 

( c )  To  improve  the  flower. 

6.  Name  different  plants  that  store  food  in  the  stem.  Name 
plants  with  underground  stems. 

7.  Describe  the  structure  of  buds  and  their  use  to  plants. 
When  do  the  buds  which  open  in  the  spring  first  appear? 

8.  Discuss  the  advantages  of  the  overproduction  of  buds. 

9.  Would  tropical  trees  have  buds  protected  the  same  as 
those  found  in  colder  regions?  Why?  Name  some  buds  useful 
as  foods. 

10.  Name  the  parts  of  a  leaf.  What  are  its  functions?  How 
is  the  form  of  a  leaf  associated  with  its  function? 

LESSON  III. 

LEAVES  AND  FLOWEES. 

1.  Describe  the  shapes  of  the  base  of  leaves.  Of  the,  apex,, 
of  the  margin. 

2.  How  are  the  forms  and  sizes  of  leaves  related  to  the 
place  in  which  they  grow? 

3.  Discuss  the  different  arrangements  that  leaves  may  have 
on  a  stem. 

4.  Define  photosynthesis.  What  chemical  changes  take  place 
in  the  leaf  during  this  process  ? 

5.  Define  respiration.  How  does  \respiration  differ  from 
photosynthesis  ? 

6.  Describe  the  movements  of  the  leaves  of  the  sensitive 
plant. 

7.  Describe  the  structure  and  position  of  veins.  What  are 
the  principal  dangers  to  which  a  leaf  is  exposed? 

8.  What  are  compass  plants  and  what  advantage  is  there  in 
the  compass  plant? 

9.  Define  flowers  as  to  structure  and  function.  Why  are 
flowers  used  as  the  principal  means  for  the  identification  of  plants? 

10.  Define  pollination.  Discuss  the  different  kinds  of  pollina¬ 
tion.  What  are  the  agencies  by  means  of  which  cross  pollination 
is  chiefly  accomplished? 


158 


COURSE  OF  STUDY 


I 


LESSON  IV. 

FLO  WEES  AND  FRUITS. 

1.  Define  nectar  and  indicate  its  use  to  the  plant. 

2.  Explain  what  are  the  essential  and  what  the  accessory 
parts  of  flowers,  and  why  they  are  such. 

3.  Describe  fertilization,  defining  gamete,  sperm  and  egg. 
Contrast  fertilization  with  pollination. 

4.  Explain  the  crossing  of  species,  defining  species  and  hy¬ 
brids. 

5.  Discuss  the  causes  of  the  visits  of  insects  to  flowers.  De¬ 
fine  nectary,  spur  and  pollen  basket. 

6.  Give  examples  of  apparent  correlation  between  insect 
forms  and  flower  forms.  Describe  the  relationship  between  the 
pronuba  moth  and  yucca. 

7.  Discuss  the  work  of  Luther  Burbank  and  its  importance 
to  us. 

8.  State  the  general  functions  of  fruits.  Explain  three  prin¬ 
cipal  ways  in  which  fruits  aid  in  the  dispersal  of  seeds. 

9.  Compare  dry  and  fleshy  fruits  as  to  commercial  import¬ 
ance. 

10.  Discuss  seedless  fruits.  Define  dehiscent  fruits  and  give 
examples. 

LESSON  Y. 

SEEDS  AND  SEED  DISPERSAL. 

1.  Define  (1)  seed;  (2)  germination;  (3)  embryo;  (4) 
testa;  (5)  cotyledon;  (6)  plumule. 

2.  What  conditions  are  requisite  for  germination? 

3.  How  should  seeds  be  stored  to  keep  them  in  good  con¬ 
dition  ? 

4.  What  nutrients  are  found  in  wheat?  In  corn,  rye,  rice, 
barley,  beans,  peas? 

5.  What  is  a  monocotyledon?  A  dicotyledon?  Name  ten 
plants  belonging  to  each  group. 

6.  Why  do  most  plants  produce  a  large  number  of  seeds? 
What  advantage  is  it  to  plants  to  have  their  seeds  widely  distribu¬ 
ted?  Discuss  the  “struggle  for  existence/5 

7.  How  do  the  following  plants  scatter  their  seeds:  burdock, 
beggar’s  tick,  maple,  dandelion,  tumbleweed,  Russian  thistle  and 
mistletoe? 

8.  How  might  railroads  affect  seed  dispersal? 


COURSE  OF  STUDY 


159 


9.  Visit  a  drug  store  and  make  a  list  of  seeds  used  for  medi¬ 
cine,  flavors,  etc.  Visit  a  grocery  store  and  make  a  list  of  seeds 
used  for  food. 

10.  Discuss  the  relation  between  Nature  Study  and  Botany. 
LESSON  VI. 

1.  Name  the  four  great  divisions  into  which  the  plant  king¬ 
dom  is  divided. 

2.  State  the  general  characteristics  of  Algae. 

3.  Describe  the  places  in  which  you  have  seen  algae  grow¬ 
ing.  In  what  ways  are  the  needs  of  algae  different  from  the  needs 
of  ordinary  land  plants? 

4.  Describe  Pluerococcus. 

5.  Describe  nostoc,  oscillataria. 

6.  Describe  the  reproduction  of  Ulothrix,  defining  cilia,  ga¬ 
metes  and  oospore. 

7.  State  the  general  characteristics  of  fungi.  Give  three  ex¬ 
amples  of  fungi  which  you  have  seen. 

8.  Explain  the  difference  between  parasite  and  saprophyte, 
defining  host.  Of  what  economic  importance  are  fungi  to  man? 

9.  Discuss  sanitation  with  reference  to  bacteria.  What  is 
the  principal  way  in  which  soil  bacteria  are  helpful  to  crops. 

10.  Describe  the  relationship  of  certain  soil  bacteria  to  Le- 
guminosae,  defining  tubercles. 


LESSON  VII. 

BRYOPHYTES. 

1.  What  plants  belong  to  the  Bryophyta? 

2.  State  a  fundamental  difference  between  mosses  and  liver¬ 
worts. 

3.  Describe  what  is  thought  to  be  the  way  in  which  plant 
life  came  from  the  water  to  the  land.  What  is  meant  b}^  an  am¬ 
phibious  plant  ? 

4.  Describe  the  sex  method  of  reproduction  in  Marchantia, 
defining  archegonia  and  antheridia.  Describe  the  asexual  method 
in  the  same  plant. 

5.  Describe  the  alteration  of  generations  in  liverworts. 

6.  Describe  the  relations,  between  mosses,  liverworts  and 
lichens  as  to  growth  upon  rocks. 

7.  Describe  the  habits  of  growth  of  mosses. 

8.  Describe  sex  reproduction  in  a  moss. 


160 


COURSE  OF  STUDY 


9.  Explain  the  advantage  to  plants  in  having  photosynthesis 
and  spore  production  performed  in  the  same  generation. 

10.  Discuss  the  economic  importance  of  Bryophytes. 

LESSON  VIII. 

PTERIDOPHYTES. 

1.  Describe  the  structure  of  a  true  fern,  defining  frond  and 
venation. 

2.  Describe  the  reproduction  of  a  true  fern,  defining  sporo- 
gonium,  sorus,  indusium,  annulus  and  prothalium. 

3.  Describe  the  structure  of  Equisetum.  Describe  its  repro¬ 
duction,  defining  sporophyll  and  strobilus. 

4.  Would  you  classify  ferns  as  land  or  aquatic  plants? 

5.  Are  the  horsetails  increasing  in  quantity  and  size,  or  on 
the  decline? 

6.  Are  ferns  independent  or  dependent  plants? 

7.  Discuss  the  economic  importance  of  ferns. 

8.  Discuss  the  evolution  of  plants. 

9.  In  what  sense  is  it  true  that  the  vascular  tissue  exempli¬ 
fied  in  ferns  means  about  the  same  to  the  plant  kingdom  as  the 
vertebral  column  means  to  the  animal  kingdom? 

10.  How  do  florists  propagate  their  ferns? 

LESSON  IX. 

GYMNOSPERMS  AND  ANGIOSPERMS. 

1.  Give  examples  of  the  Coniferae. 

2.  What  sort  of  organ  is  a  pine  cone?  Explain  its  structure. 

3.  Distinguish  between  the  staminate  and  pistillate  cones  of 
Coniferae. 

4.  Describe  the  pollen  of  pine  and  the  process  of  pollination. 

5.  Describe  the  embryo  of  the  pine. 

6.  Describe  the  female  gametophyte  of  gymnosperms. 

7.  Give  a  summary  of  the  life  history  of  a  gymnosperm. 

8.  State  the  characteristics  which  distinguish  gymnosperm 
from  angiosperm. 

9.  In  what  ways  are  the  seed  plants  the  most  complex  of  all 
plants  ? 

10.  What  is  meant  by  the  statement  that  the  angiosperms  are- 
the  youngest  and  most  successful  groups  of  plants? 


COURSE  OF  STUDY 


161 


LESSON  X. 

GENERAL  REVIEW  QUESTIONS. 

1.  Show  ways  in  which  the  seed  plant  habit  of  storing  food 
in  seeds  and  elsewhere  is  important  to  industries.  What  four 
plants  are  most  valuable  for  their  stored  food? 

2.  What  plant  products  are  being  used  as  substitutes  for 
animal  products? 

3.  How  may  man  vary  the  amount  or  quality  of  food  stored 
in  plants? 

4.  How  has  man  varied  some  plants  until  they  would  prob¬ 
ably  be  unable  to  maintain  themselves  in  nature  if  unprotected? 

5.  Define  plant  breeding.  Discuss  variation  and  give  exam¬ 
ples  of  it  which  you  have  noted. 

6.  What  is  it  that  causes  agricultural  plants,  when  suddenly 
submerged,  to  become  yellow  and  die? 

7.  What  are  the  plant  diseases  of  your  community  ?  What 
has  your  state  done  to  prevent  these  diseases? 

8.  Name  the  worst  weeds  in  your  community. 

9.  Explain  why  rotation  of  crops  tends  to  destroy  weeds. 

10.  Describe  a  life  relationship  of  plants  which  is  not  found 

among  animals. 


INDUSTRIAL  BRANCHES 


Outlines  arranged  under  supervision  of  L.  C.  Mersf elder,  State 
Director  of  Industrial  Education,  Santa  Fe,  N.  M. 

To  County  Superintendents : 

Please  bear  in  mind  the  industrial  work  when  selecting  your 
institute  instructors.  I  presume  that  it  will  be  possible  to  have 
agriculture  taught  in  every  institute  and  I  trust  that  each  county 
superintendent  will  make  due  provision  for  the  teaching  of  either 
manual  training  or  domestic  science.  In  most  instances  the  insti¬ 
tute  will  be  held  where  there  is  sufficient  equipment  for  this  work, 
but  it  will  certainly  be  necessary  for  the  instructor  to  have  certain 
material  with  which  to  work,  and  so  I  suggest  that  you  confer  in 
advance  with  your  industrial  instructor  and  ascertain  just  what 
may  be  needed  for  this  work.  Each  county  can  well  afford  to 
spend  at  least  from  twenty  to  twenty-five  dollars  for  industrial 
material. 

To  Industrial  Instructors : 

In  a  few  of  the  county  institutes,  the  instructor  in  this  de¬ 
partment  will  have  adequate  material  and  equipment  with  which 
to  work,  and  plenty  of  time.  You  will  also  have  teachers  in  your 
class  who  have  had  previous  training  in  this  department.  Under 
such  favorable  conditions  you  will  be  expected,  of  course,  to  out¬ 
line  your  work  to  meet  local  conditions.  However,  in  a  majority 
of  the  institutes  the  work  will  be  with  rural  and  village  teachers 
who  have  had  very  little  or  no  training  along  this  line.  This  is 
due,  of  course,  to  the  fact  that  these  subjects  have  been  included 
in  our  regular  course  of  study  only  a  short  time. 

With  these  facts  in  mind,  I  am  having  the  outlines  in  each 
subject  prepared  accordingly.  In  many  instances  directors  and 
patrons  have  objected  to  the  teaching  of  these  industrial  branches 
because  they  could  not  see  the  benefit  to  be  derived  from  same. 
These  people  are  honest  in  their  convictions  and  will  continue  to 
to  oppose  the  teaching  of  this  or  any  other  subject  unless  they 
ca  nbe  convinced  that  they  are  mistaken.  Therefore,  if  any  teacher 
is  to  have  the  support  and  cooperation  of  her  community  in  this 
work  she  must  be  able  to  present  same  to  the  children  and  par- 


COURSE  OP  STUDY 


163 


ents  in  a  way  that  will  demonstrate  its  worth.  In  other  words, 
she  must  present  the  practical  side  to  them.  For  instance,  if  a 
farmer’s  boy  comes  home  and  attempts  to  tell  his  father  the  bio¬ 
logical  name  for  the  various  plants  on  the  farm,  the  father  sees 
no  value  in  the  knowledge,  but  if  the  son  can  thoroughly  demon¬ 
strate  the  fact  that  certain  seeds  will  never  germinate  if  planted, 
and  also  show  the  proper  method  of  selecting  seed  to  plant,  then 
the  father  becomes  converted.  The  same  rule  applies  to  manual 
training  and  domestic  science.  The  time  will  come  when  the  rural 
population  of  New  Mexico  would  raise  a  complaint  that  would  be 
heard  from  one  end  of  the  state  to  the  other  if  the  industrial 
branches  were  eliminated  from  our  public  school  curriculum,  but 
this  will  be  after  efficient  and  tactful  rural  teachers  have  done 
the  good  missionary  work  throughout  the  state  as  is  being  done  in 
many  of  our  rural  districts  today. 

The  point  I  am  trying  to  make  is  that  the  very  work  we  ex¬ 
pect  the  teachers  to  do  when  they  go  to  their  school  in  the  fall  is 
what  we  must  give  them  in  the  summer  institute.  If  it  be  in 
manual  training,  let  them  make  something  and  take  it  home  with 
them,  then  have  their  pupils  make  from  this  model. 

Allow  me  to  call  your  careful  attention  to  the  fact  that  for 
this  year  the  grade  which  a  teacher  gets  for  her  certificate  will 
depend  as  much  or  more  on  WORK  DONE  IN  THE  INSTI¬ 
TUTE  than  on  their  answers  to  questions  at  the  close  of  the  in¬ 
stitute.  In  other  words,  you  as  instructors  will  be  expected  to 
furnish  with  each  examination  paper,  a  grade  to  indicate  class 
work  by  applicant.  These  subjects  deal  more  with  DOING 
THINGS  than  writing  them.  Especially  is  this  true  with  refer¬ 
ence  to  manual  training  and  domestic  science.  Of  course,  the 
short  time  will  prevent  many  experiments  in  agriculture. 

PRINCIPAL  TEXTS. 

Outlines  and  examination  questions  are  to  be  based  largely 
on  the  following  texts: 

Agriculture :  Burkett,  Stevens  &  Hill. 

Adopted  Text.  Price  75c. 

Domestic  Science :  Morris,  (American  Book  Company.) 

Adopted  Text.  Price  65c. 

Manual  Training :  W.  Melvin  Fox  (Belen,  N.  M.) 

Price  60c. 


AGRICULTURE 


(Duplicate  of  1915  Outline.) 

LESSON  I. 

1.  Of  what  value  is  soil  to  animal,  to  vegetable,  and  to  the 
life  of  man? 

2.  Discuss  the  origin  and  process  of  soil  making? 

3.  Name  four  active  agents  that  convert  rock  waste  into  soil. 

4.  What  is  weathering?  What  is  humus? 

5.  What  service  did  Jethro  Tull  render  to  the  farmers  of 
England  ? 

6.  What  tools  are  used  in  tillage? 

7.  At  what  depth  should  shallow  soil  be  plowed? 

8.  What  is  meant  by  crop  rotation  and  what  is  its  purpose? 

9.  What  is  the  purpose  of  tillage? 

10.  Assignment  of  Special  Topics  for  the  lessons  that  follow. 
If  possible,  have  each  member  of  -the  class  make  an  oral  or  written 
report  on  some  subject  of  agricultural  interest — during  the  session. 

LESSON  II. 

L  Is  there  such  a  process  as  “f arming  without  water  ?” 

2.  What  amount  of  rainfall  is  necessary  for  successful  crop 
raising  in  this  section? 

3.  What  is  the  average  annual  rainfall  where  you  live? 

4.  Discuss  two  ways  in  which  a  deficiency  of  rainfall  can 
be  overcome. 

5.  What  crops  require  an  abundance  of  water? 

6.  Name  five  drouth  resistant  crops. 

7.  What  crops  thrive  best  on  a  sandy  soil? 

8.  What  crops  require  great  heat  for  maturing? 

9.  Define:  (a)  sub-soil;  ( b )  alkali  soil;  (c)  adobe  soil;  ( d ) 
virgin  soil;  ( e )  arid  soil. 


LESSON  III. 

1.  Discuss  briefly  the  history  of  irrigation  in  the  United 
States. 

2.  Discuss  the  advantages  and  disadvantages  of  rivers  as  a 
source  of  water  supply  for  irrigation;  reservoirs;  artesian  wells; 
pumping  plants. 


COURSE  OP  STUDY 


165 


3.  Which  of  these  systems  is  used  in  your  section  of  the 
State  and  what  others,  if  any,  could  be  used  to  advantage  to  fur¬ 
nish  a  more  abundant  water  supply? 

4.  Discuss  the  construction  of  the  Elephant  Butte  dam  and 
its  relation  to  the  development  of  southern  New  Mexico. 

5.  To  what  extent  is  the  United  States  engaged  in  promot¬ 
ing  irrigation  enterprises?  In  what  way  are  funds  provided  for 
this  purpose? 

6.  Does  soil  with  an  abundant  water  supply  need  as  careful 
tillage  as  that  recommended  for  “dry  farming?” 

7.  What  is  meant  by  drainage?  Is  drainage  necessary  in 
this  State? 

8.  Name  five  advantages  of  artificial  drainage. 

9.  ( a )  Special  topic:  “Gasoline  Applied  to  Farm  Power.” 
(b)  Special  topic:  “What  Electricity  Will  Do  for  the  Farm  Wife.” 

10.  Discussion. 

LESSON  IV. 

1.  What  is  meant  by  “dry  farming?” 

2.  Name  five  farm  tools  necessary  for  use  by  this  method 
and  describe  their  uses. 

3.  What  farm  crops  are  best  adapted  to  this  method? 

4.  Can  dairying  be  carried  on  successfully  in  connection 
with  dry  farming? 

5.  What  is  a  silo  ?  Describe  two  kinds. 

6.  Does  New  Mexico  supply  its  own  market  with  butter  and 
eggs  ?  Why  ? 

7.  Are  prohibitive  freight  rates  due  to  lack  of  co-operation 
among  farmers  in  marketing  their  products,  to  the  long  haul  re¬ 
quired  for  a  market,  or  to  lack  of  rate  regulation?  Only  thought¬ 
ful  answers  to  this  question  should  be  accepted. 

8.  What  are  the  advantages  of  the  Weather  Bureau;  the 
Parcel  Post;  co-operative  canning  factories,  creameries,  dipping 
associations  ? 

9-10.  Debate:  “Kesolved,  That  the  business  of  the  local 
merchant  is  being  rapidly  absorbed  by  the  mail  order  houses.” 

Discussion. 

LESSON  Y. 

1.  Name  two  crops  that  exhaust  soil  fertility.  Two  that  are 
soil  improvers. 

2.  What  is  meant  by  pollination? 

3.  What  is  propagating  by  buds? 


166 


COURSE  OF  STUDY 


4.  Discuss  layering.  Seed  selection. 

5.  How  would  you  select  seed  potatoes? 

6.  How  would  you  select  seed  wheat? 

7.  Outline  in  advance  and  tell  how  you  would  present  a  les¬ 
son  on  the  selection  of  seed  corn. 

8.  What  service  has  each  of  the  following  men  rendered  in 
developing  the  agricultural  industry:  Luther  Burbank,  Cyrus  Mc¬ 
Cormick,  Eli  Whitney,  W.  H.  Campbell  ? 

9.  Is  the  evolution  of  industry  tending  to  attract  boys  to¬ 
wards  or  away  from  the  farm? 

10.  Special  Topic:  “Some  Things  That  Will  Make  Earm 
Life  More  Attractive.” 

LESSON  VI. 

Plan  a  class  excursion  to  some  interesting  farm  problem,  as 
an  experiment  farm,  an  irrigation  project,  a  model  farm,  a  good 
garden,  or  other  farm  industry.  A  general  discussion  in  class  will 
bring  out  the  location  of  interesting  places  to  visit.  In  most  cases 
the  class  can  walk.  In  some  instances  progressive  citizens  and 
Commercial  Clubs  arrange  an  automobile  trip  for  the  excursion. 
The  instructor  should  outline  the  observations  to  be  made  and 
require  a  written  report  from  each  member  of  the  class  or  a  gen¬ 
eral  discussion  in  lieu  of  that  in  a  later  lesson. 

LESSON  VII. 

1.  Why  should  agriculture  be  taught  in  the  rural  schools? 

2.  Who  receives  the  greater  financial  return  from  land,  the 
homesteader,  the  speculator,  or  the  permanent  occupant? 

3.  Adam  is  said  to  have  failed  in  the  Garden  of  Eden.  Do 
more  farmers  fail  from  lack  of  knowledge,  lack  of  capital,  lack  of 
good  markets,  or  a  lack  of  interest? 

4.  What  methods  are  proposed  to  remedy  the  last  four 
named? 

5.  Eor  what  are  the  following  used :  a  hot  bed,  a  spud,  a 
brooder,  a  weir? 

6-9.  How  would  you  prepare  the  soil,  plant  and  cultivate  a 
crop  of  wheat;  corn;  cotton;  potatoes;  cane? 

10.  Special  topic:  “My  Favorite  Breed  of  Chickens.” 

LESSON  VIII. 

1.  Name  five  farm  pests  and  discuss  the  manner  of  treat¬ 
ment. 


COURSE  OF  STUDY 


167 


2.  Are  we  making  more  advancement  in  New  Mexico  in 
farming  or  animal  husbandry? 

3.  Are  good  roads  as  necessary  to  the  farmer  as  to  the  auto- 
mohilist?  Which  has  been  the  more  active  in  furthering  the  Good 
Roads  movement? 

4.  What  road  improvements  have  been  made  in  yonr  county 
in  the  past  two  years?  What  further  improvements  are  needed? 

5.  What  uses  can  be  made  of  farm  powder? 

6.  In  what  ways  can  your  State  Agricultural  College  and 
the  Department  of  Agriculture  assist  you  in  the  teaching  of  agri¬ 
culture  ? 

7.  What  are  County  Agents  or  Demonstrators,  and  how  can 
one  be  secured? 

8.  Name  some  valuable  farm  bulletins  that  can  be  secured 
for  the  asking.  Where  and  to  whom  should  you  write  for  such 
bulletins  ? 

9.  Name  some  farm  conveniences  that  can  be  made  by  older 
boys  in  the  manual  training  class. 

,10.  Debate:  “Resolved,  That  Farm  Life  is  Preferable  to 
City  Life.” 

LESSON  IX. 

The  time  should  be  devoted  to  Special  Reports  previously  as¬ 
signed  by  the  instructor  or  occupied  by  an  outside  speaker. 

LESSON  X. 

This  lesson  should  be  devoted  to  the  work  of  the  Boys’  and 
Girls’  Clubs. 

LESSON  XI. 

INDUSTRIAL  CLUB  WORK. 

1.  What  is  the  Industrial  Club  Work  for?  Who  is  the  State 
Leader  in  New  Mexico?  By  whose 'authority  does  he  work? 

2.  What  relation  has  the  Club  work  to  school  work? 

3.  What  are  the  six  Club  Projects  in  New  Mexico  for  the 
1916  contests? 

4.  Which  of  these  are  along  ( 1 )  the  line  of  Agriculture ; 
(2)  Home  Economics? 

5.  Would  it  be  advisable  to  give  school  credit  for  this  home 
work  of  the  Club  contests? 


168 


COURSE  OF  STUDY 


G.  In  what  subjects  and  how  much  credit  should  be  given 
for  each  Project  completed? 

7.  What  are  the  duties  of  Local  Leaders  in  Club  Work? 
How  can  the  teacher  be  a  Local  Leader  in  Club  Work  and  make 
it  a  help  to  the  school  work? 

8.  In  Cook  County,  Illinois,  teachers  who  are  Local  Leaders 
in  Club  work  stay  with  their  pupils  during  the  summer  and  give 
field,  garden  and  home  instructions.  Would  this  be  a  good  plan 
for  New  Mexico? 

(See  1914  report  of  List.  No.  73,  E.  J.  Tobin,  Chicago,  Ill., 
County  Supt.) 

9.  What  will  Club  work  do  for  community  interests?  Are 
you  planning  to  have  a  Local  Contest  in  your  school  next  fall? 

(Eead  “The  Corn  Lady”  by  Jessie  Field — Supt.  Page  Co., 
Ia. — A.  Flanagan  Co.) 

10.  Club  products  for  the  market  may  be  sold  under  the  4-H 
Brand.  What  does  the  4-H  Brand  stand  for? 

SOURCES  OF  INFORMATION. 

Mr.  0.  H.  Benson — National  Leader  for  33  Northern  and 
Western  States — is  authority  on  Club  work.  His  office  is  in  U.  S. 
Department  of  Agriculture,  Washington,  D.  C. 

The  State  Leader  for  New  Mexico  has  his  office  at  State  Col¬ 
lege,  N.  M. 

BULLETINS  AND  CIRCULARS. 

1.  Bulletin  No.  1 — Boys’  and  Girls’  Club  Work,  State  Col¬ 
lege,  N.  M. 

2.  Office  of  Expt.  Sta. — Bulletin  255 — Educational  contests 
in  Agriculture  and  Home  Economics,  U.  S.  D.  A.,  Wash¬ 
ington,  D.  C. 

3.  B.  P.  I.  Circular  No.  803 — Organization  of  Boys’  Corn- 
Club  Work— IT.  S.  D.  A. 

4.  B.  P.  I.  Circular  No.  104 — Special  Contests  for  Corn- 
Club  Work— U.  S.  D.  A. 

5.  Farmers’  Bulletin  521 — Canning  Tomatoes  at  Home  and 
in  Club  Work — IJ.  S.  D.  A. 

“The  Ways  of  Thrift” — monthly,  $1.00  per  year,  Clyde  A. 
Mann,  Chicago,  Ill. 

“Community  Building” — monthly,  $0.50  per  year.  A.  J.  Bill, 
Bloomington,  Ill. 

“The  Rural  Educator” — monthly,  $1.00  per  year.  R.  E.  Com¬ 
pany,  University  Hall,  Columbus,  O. 


BOYS’  AND  GIRLS’  CLUB  WORK 


Prepared  ly  W.  T.  Conway ,  State  College,  State  Leader. 

Boys’  and  Girls’  Club  Work  is  junior  Extension  work  in  ag- 
ricultuie  and  home  economics,  carried  on  cooperatively  by  the 
State  Agricultural  College  and  the  U.  S.  Department  of  Agri¬ 
culture  “for  the  purpose  of  systematic  study  and  demonstration 
of  scientific  principles  in  agriculture  and  home  economics.” 

The  Club  Work  is  chiefly  “home  work”  but  correlates  nicely 
with  “school  work.”  It  is  divided  into  Club  Projects,  each  pro¬ 
ject  representing  some  definitely  planned,  specific  work  ;  as,  “grow¬ 
ing  an  acre  of  corn,”  “growing  a  garden  and  canning  vegetables,” 
“raising  a  pig  or  a  flock  of  chickens,”  “doing  cooking  or  sewing,” 
etc.,  etc.  Instructions  in  each  project  are  furnished  free  to  Club 
members  by  the  State  leader  of  Club  Work. 

Club  members  are  from  ten  to  eighteen  years  of  age.  inclusive. 
They  choose  a  project,  follow  the  instructions  and  do  their  own 
work  under  the  guidance  of  a  Local  Leader.  They  keep  records 
of  work  done  and  all  costs  of  the  project.  They  make  exhibits  at 
the  close  of  the  contest  of  the  products  made  or  raised  and  present 
a  copy  of  their  records  with  a  written  story  on  how  they  did  the 
work. 

The  first  contests  are  local  to  ascertain  the  competitors  for 
the  county  contest.  The  county  winners  exhibit  in  the  state  con¬ 
test  and  are  eligible  to  go  to  the  State  Club  Encampment.  There 
the  state  champion  in  each  Club  Project  is  determined.  Premiums 
are  awarded  in  each  of  these  contests.  Expenses  to  the  State  En¬ 
campment  is  considered  a  good  county  prize. 

HOW  TO  ORGANIZE  INDUSTRIAL  CLUBS. 

Secure  literature  on  each  Club  Project  from  the  State  Leader 
and  present  the  projects  best  adapted  to  local  conditions.  All 
members  of  the  same  Club  choose  the  same  project.  Five  or  more 
members  may  compose  a  Club.  Select  some  older  person  to  be  the 
Local  Leader  of  the  Club.  Elect  officers — president,  vice-presi¬ 
dent,  secretary-treasurer — from  among  the  Club  members.  En¬ 
roll  all  members  and  officers  on  special  IT.  S.  post  cards  furnished 
by  the  State  Leader,  then  mail  the  cards  to  the  State  Leader,  State 
College,  N.  M. 


170 


COURSE  OF  STUDY 


The  State  Leader  transfers  the  names  of  members,  officers 
and  Local  Leader  to  a  CHARTER  in  duplicate.  One  charter  is 
sent  to  the  Secretary  of  the  Club  and  the  other  to  the  County 
Superintendent  or  the  County  Agriculturist.  With  the  charter, 
to  the  Secretary  of  the  Club,  is  sent  a  sufficient  number  of  Club 
Circulars  and  Club  Lesson  I.  so  that  the  Leader  and  each 
member  may  have  one.  The  Club  organization  is  then  complete 
and  the  members  are  ready  for  business.  Other  lessons  follow 
monthly. 

Any  teacher  or  other  person,  interested  in  the  welfare  and 
achievement  of  boys  and  girls  along  the  lines  of  manual  training, 
agriculture  and  home  economics,  is  authorized  to  organize  Boys’ 
and  Girls’  Clubs,  become  their  Leader  and  direct  the  activities  of 
the  local  organization  under  the  supervision  of  the  State  Leader 
of  Club  Work.  The  State  Leader  heartily  invites  the  cooperation 
of  every  teacher  in  this  great  movement  for  industrial  education. 

The  endorsement  of  Club  Work  by  the  State  Department  of 
Education  and  the  assistance  rendered  by  the  State  Director  of 
Industrial  Education  in  getting  Club  Work  started  throughout  the 
state  has  done  much  for  the  success  of  the  work. 

THE  WORK  OF  THE  LEADERS. 

A  good  Local  Leader  is  absolutely  necessary  for  the  success 
of  Boys’  and  Girls’  Club  Work.  Experience  in  the  work  is  not  a 
prerequisite  for  leadership,  but  a  willingness  to  follow  instructions 
is  needed. 

The  Leader  should  be  at  all  Club  meetings — usually  once  a 
month.  He  should  observe  the  work  of  the  members,  examine 
their  records,  help  them  prepare  exhibits  and  inspect  the  monthly 
and  final  reports.  The  Leader  should  encourage  the  members  to 
stick  to  their  projects  and  complete  them.  He  should  plan  for 
the  local  exhibit  and  secure  some  suitable  premiums  to  make  the 
contest  more  interesting.  Where  a  number  of  Clubs  are  organ¬ 
ized  and  working  out  different  projects  in  the  same  community, 
the  Local  Leaders  of  these  Clubs  should  organize  themselves  and 
constitute  the  fair  board  for  the  community. 

County  Superintendents  and  County  Agriculturists  with  those 
appointed  by  them  constitute  the  authority  for  doing  Club  work 
and  holding  contests  in  the  county.  They  should  see  that  a  county 
contest  is  held  and  competent  judges  are  secured  to  pass  on  the 
merits  of  the  various  exhibits.  They  should  secure  the  funds  to 
send  the  county  winners  to  the  State  Club  Encampment  and  pro¬ 
vide  premiums  of  an  educational  character  for  all  other  winners. 


COURSE  OF  STUDY 


171 


The  State  Leaders  of  Club  Work  and  Director  of  Industrial 
Education  will  provide  for  holding  the  state  contest  at  the  State 
Encampment  and  prepare  a  suitable  educational  program  for  those 
in  attendance.  This  will  be  the  crowning  event  of  the  Club  Work 
for  the  year. 

PROJECTS  OUTLINED. 

Extension  Circular  No.  8 — Boys’  and  Girls’  Field  Crops  Project. 

”  No.  9 — Boys’  and  Girls’  Garden  and  Can¬ 
ning  Clubs. 

”  No.  10 — Boys’  Pig  Club  Project. 

”  No.  11 — Boys’  and  Girls’  Poultry  Clubs. 

”  ”  No.  12 — Girls’  Cooking  Club  Work. 

”  ”  No;  13— Girls’  Sewing  Clubs. 

Published  by  Extension  Division,  N.  M.  College  of  A.  &  M. 
A.,  State  College,  N.  M.,  National  and  State  Leaders  in 
Club  Work. 

0.  H.  Benson — in  charge  of  Club  Work,  North  and  West- — 
33  states. 

Geo.  E.  Farrell — Assistant. 

Miss  Florence  E.  Ward — Assistant. 

D.  S.  D.  A. 

Washington,  D.  C. 

W.  T.  Conway — State  Agent  in  charge  of  Club  Work,  State 
College,  N.  M. 

J.  H.  Toulouse — Assistant. 

Note — Reference  for  Bulletins  will  be  found  on  Club  Circulars. 


MANUAL  TRAINING 


Prepared  by  W.  Melvin  Pox ,  Superintendent  of  Schools , 
Helen,  New  Mexico. 

Reference  Book:  Fox’s  “Practical  Woodwork.”  Price,  60c. 

It  is  an  extremely  difficult  task  to  so  make  a  course  of  in¬ 
struction  on  this  subject  that  it  will  meet  all  the  needs  of  every 
teacher  in  one  short  month  of  institute  work.  There  are  teachers 
whose  work  is  confined  to  a  particular  grade  and  their  needs  are 
determined  accordingly;  while  the  great  mass  of  rural  teachers 
are  engaged  in  instructing  several  grades  and  their  needs  are 
consequently  much  more  complex.  A  discrimination  ought  to  be 
made,  however,  between  Manual  Training  and  what  is  commonly 
called  “busy  work;”  therefore,  it  will  be  no  part  of  this  outline 
to  trespass  beyond  these  premises. 

The  first  week  of  the  Institute  in  Manual  Training  should  be 
devoted  to  four  lessons  covering  the  work  of  the  first  four  grades. 
Teachers  who  are  employed  in  primary  and  lower  grade  work  may 
enlarge  indefinitely  on  these  lessons.  It  is  desired  that  every 
teacher  will  personally  make  the  projects  assigned  them  and  keep 
them  as  models  with  which  to  go  before  their  classes  at  the  proper 
time.  It  is  the  intention  in  industrial  education  this  year  to  make 
things  rather  than  to  talk  about  mailing  them.  It  is  also  intended 
to  have  a  large  percent  of  the  Manual  Training  credit  given  on 
the  actual  construction  of  projects  in  institute,  rather  than  credit 
on  successfully  written  examinations. 


LESSON  I 


PAPER  CONSTRUCTIONS. 


PROJECT  II. 


PROJECT  I. 


Fold  on  the  dotted  lines. 
Hexagonal  Paper  Box. 
Cut  on  heavy  full  lines. 


HopperjShaped  Box. 

Cut  on  the  heavy  full  lines. 
Fold  on  the  dotted  lines. 


COURSE  OF  STUDY 


173 


Paper  Pail. 

Cut  on  the  heavy  full  lines. 
Fold  on  the  dotted  lines. 


Folded  Paper  Bag  or  Sack. 
Cut  on  the  heavy  full  lines. 
Fold  on  the  dotted  lines. 


Make  these  projects  in  actual  class  work  and  preserve  them 
for  future  models.  The  teacher  who  is  able  to  construct  these  will 
be  able  to  enlarge  indefinitely  on  work  of  this  kind.  Start  with 
the  simplest  paper-folding  and  cutting  for  the  beginners  and 
gradually  lead  up  to  more  difficult  useful  things. 


LESSON  II 

TYING,  KNOTTING,  TWISTING,  BRAIDING. 

Teach  the  following  simple  knots :  Hard  knot,  Slip-noose  knot. 
Weaver’s  knot,  and  Hitching  knot.  These  are  useful  things  that 
the  children  in  the  lower  grades  should  know  and  lead  to  a  large 
field  of  projects  along  this  line.  A  six-year-old  boy  should  be  able 
to  tie  a  rope  about  a  calf’s  neck  so.  it  will  not  choke.  Instruct 
them  how  to  twist  and  double  cord  so  as  to  increase  its  strength 
and  still  remain  twisted.  Teach  them  three-strand  and  four-strand 
braiding  and  show  how  to  keep  uniformity  in  the  process. 

LESSON  III. 

REED  WORK. 

Construct  a  tray  out  of  rattan  wound  with  raffia  or  a  willow 
osier  wound  with  corn- husks.  The  rattan,  willow,  and  corn-husks 
should  be  well  soaked  in  water  before  using.  Construct  a  mat  or 
simple  basket  out  of  rattan  or  willow  osiers  showing  the  pupil  how 
to  use  the  spokes  and  the  weaver  and  how  to  finish  off  the  binding. 


174 


COURSE  OF  STUDY 


LESSON  TV 

SIMPLE  BOOK  CONSTRUCTION. 

Contract  the  book  suggestions,  showing  the  various  steps  in 
the  process,  and  have  the  pupil  design  the  covers  with  appropriate 
drawings. 


PROJECT  I.  PROJECT  II.  PROJECT  III. 

Folded  and  Sewed.  Punched  and  Laced.  Punched  and  Tied. 


In  a  four-weeks’  institute  it  is  wdthin  the  capability  of  the 
average  teacher  to  take  up  and  complete  four  lessons  in  wood-work, 
especially  when  those  lessons  include  only  one  project  in  each  of 
the  four  groups,  namely:  The  Preliminary  Group,  Box-making 
Group,  Modeling  Group,  and  Simple  Furniture  Group.  A  number 
of  projects  from  each  group  are  suggested,  thereby  giving  the  pupil 
or  teacher  a  choice  as  to  what  he  will  make  for  each  group.  This 
method  brings  into  use  the  largest  number  of  principles  involved 
in  w'ood-work  as  well .  as  the  use  of  a  variety  of  tools.  If  pupils 
are  much  over-age  for  their  grades  or  have  had  previous  experience 
they  may  he  required  to  do  much  more  advanced  work.  The  in¬ 
stitute  instuctors  should  see  that  their  pupils  in  institute  classes 
do  not  select  the  largest  and  most  difficult  project  in  each  group  as 
they  may  not  have  time  to  complete  them  before  the  term  closes. 
The  choice  of  projects  in  each  group  should  be  confined  to  those 
selected  in  this  manual  as  the  best  results  will  thereby  be  attained. 
This  course  in  wood-work,  from  the  fourth  grade  up,  is  based  on 
Fox’s  “Practical  Woodwork,”  and  every  teacher  should  become 
familiar  with  the  early  chapters  of  this  volume,  and  follow  the 
steps  in  the  process  of  construction  as  closely  as  possible.  It  is  also 
believed  that  every  teacher  should  have  a  copy  of  this  work  to  take 
back  with  him  to  his  school  for  the  next  year’s  work.  It  is  full 
of  valuable  information  as  well  as  many  carefully  worked  out  de¬ 
signs  of  practical  and  useful  projects. 


COURSE  OF  STUDY 


175 


WOODWORK  FOR  FIFTH  GRADE. 


Lesson 

I 

Grade  Y . 

. Project  1 —  2 

Lesson 

II 

Grade  Y . 

. . . Project  3 —  4 — 

5—  6 

Lesson 

III 

Grade  Y . 

. . . Project  21 — 22 

Lesson 

IV 

Grade  Y . 

. .  Project  29 — 30— 

-31 

WOODWORK  FOR  SIXTH  GRADE. 

Lesson 

I 

Grade  VI . 

. Project  2 —  7 —  8 — 

9—10 

Lesson 

II 

Grade  VI . . 

. Project  22 — 23 — 24 

Lesson 

III 

Grade  VI . 

. Project  32—34—35 

Lesson 

IV 

Grade  VI . . 

. Project  41 — 44 — 46 

WOODWORK 

FOR  SEVENTH  GRADE. 

Lesson 

I 

Grade  YII . 

. . . Project  11—13—14—15—16 

Lesson 

II 

Grade  YII . 

. . . Project  25 — 26 

Lesson 

III 

Grade  YII . 

. . . Project  36 — 37 

Lesson 

IV 

Grade  YII . 

. . Project  42 — 48 — 49 

WOODWORK  FOR  THE  EIGHTH  GRADE. 

Lesson 

I 

Grade  VIII . 

.  Project  17-18—19- 

-20 

Lesson 

II 

Grade  VIII . 

. Project  27—28 

Lesson 

III 

Grade  VIII . 

. Project  38 — 39 — 40 

Lesson 

IV 

Grade  VIII . 

.  Project  43-45—47- 

-50 

DOMESTIC  SCIENCE 


Prepared  by  Mrs.  Florence  Bartlett,  Santa  Fo. 

Reference  Books:  Household  Science  and  Arts,  Josephine 
Morris,  A.  B.  C.  Price  65c.  Foods  and  Household  Management, 
Kinne  &  Cooley,  price  $1.10,  The  MacMillan  Co.  Physiology 
and  Hygiene,  Conn.  Primer  of  Sanitation,  "Ritchie. 

I  j  ESSOJN  l 

HOW  TO  TEACH  DOMESTIC  SCIENCE  IN  THE  PUBLIC  SCHOOLS. 

1.  What  equipment  is  necessary  for  teaching  cooking  in  the 
public  schools? 

2.  Discuss  problems  that  present  themselves  to  the  rural 
teacher. 

3.  How  should  records  of  class  work  be  kept? 

4.  How  may  the  community  co-operate  with  the  school  in  the 
pursuit  of  this  subject? 

5.  Boys’  and  girls’  clubs.  What  are  they?  How  organized? 
Purpose  of  and  means  of  maintaining  interest. 

6.  What  is  a  kitchen  garden  ?  How  may  all  our  schools  have 
them? 

7.  How  much  domestic  science  may  be  taught  in  the  lower 
grades?  Discuss  the  benefits  that  may  be  derived  from  “playing 
dolls”  and  “playing  house.” 

8.  How  may  neatness  about  one’s  person,  one’s  clothes  and 
one’s  home  be  taught  in  the  public  schools? 

9.  How  may  children  be  encouraged  to  keep  wardrobes  and 
bureau  drawers  neat  and  clean? 

10.  Make  an  outline  of  a  year’s  work  in  domestic  science. 

11.  What  is  food?  What  is  the  purpose  of  cooking? 

LESSON  IT 

(JAltE  OF  KITCHEN. 

1.  Discuss  the  biology  of  cleanliness.  What  are  germs? 
What  is  poison  ?  Infection  ? 


COURSE  OF  STUDY 


177 


2.  How  should  a  kitchen  be  cleaned?  How  may  it  be  kept 
clean?  Discuss  floor,  table,  pantry  shelves,  bins,  stove,  stove-pipe, 
sink,  refrigerator,  waste  pipes. 

3.  How  should  dishes  be  washed  and  dried?  Glass-ware? 
Silver?  Cooking  utensils?  Discuss  dish-washing  and  drying  ap¬ 
pliances. 

4.  Dish  mops  and  towels  should  be  scalded  daily  and  hung 
in  the  sun.  What  is  the  best  material  for  dish  towels? 

5.  What  are  the  merits  of  various  cleaners?  Lye,  ammonia, 
soap,  scouring  brick,  kerosene  for  removing  grease. 

6.  Draw  a  plan  for  a  well  arranged  kitchen. 

7.  Discuss  floor  covering,  walls,  ceiling,  furnishings,  kit¬ 
chen  cabinet. 

8.  Discuss  stoves,  wood,  coal,  gas,  electric,  fireless,  brick  and 
adobe  ovens,  thermos  bottles. 

9.  How  should  receipts  be  kept?  Discuss  the  merits  of  var¬ 
ious  cook  books. 

10.  How  should  kitchen  accounts  be  kept?  What  propor¬ 
tion  of  an  income  should  go  to  the  table?  Name  some  kitchen 
pests  and  tell  how  they  may  be  removed.  Ants,  mice,  roaches,  etc. 


LESSON  III 

BREAD  MAKING. 

1.  How  would  you  teach  the  chemistry  of  bread  making  to 
a  rural  class?  Discuss  methods  of  mixing  bread  and  dough;  tem¬ 
perature  of  oven  for  baking;  length  of  time  required. 

2.  How  would  you  care  for  bread  after  taking  from  oven? 
Discuss  causes  and  nature  of  mildew,  care  of  bread-box. 

3.  What  are  the  advantages  and  disadvantages  of  salt-rising 
bread ;  of  moist  and  dry  compressed  yeast ;  of  yeast  “starter” ;  of 
potatoes  in  }^east? 

4.  What  is  the  composition  of  baking  powder?  What  is  the 
principle  on  which  it  “works”?  What  is  the  chemical  action  of 
soda  on  cream  of  tartar,  molasses,  sour  milk? 

5.  Describe  a  grain  of  wheat  and  mention  the  useful  minerals 
found  in  the  bran.  Describe  starch  granules. 

6.  Describe  various  flours — bolted,  graham,  whole  wheat, 
corn,  rye,  oat-meal,  bran. 

7.  Discuss  yeast  bread,  biscuits,  muffins,  griddle  cakes,  waf¬ 
fles,  toast,  coffee  bread,  rolls,  raisin  bread,  nut  bread,  brown  bread, 
crullers. 


178 


COURSE  OE  STUDY 


8.  Name  uses  for  stale  bread,  and  bread  crumbs,  for  pudding, 
breaded  meat,  thickening  for  sauces,  etc. 

9.  Making  sandwiches — best  method  of  slicing  bread,  filling, 
removing  crust. 

10.  Recipes. 


LESSON  IV 

COOKING  VEGETABLES  AND  CEREALS. 

1.  Name  some  roots,  stems,  leaves,  fruits  and  tubers  used  as 
vegetables. 

2.  How  should  peel  be  removed  from  new  potatoes,  carrots? 
How  should  lettuce  and  celery  be  prepared  for  eating?  How 
should  spinach  and  cauliflower  be  prepared  for  cooking?  How 
are  vegetables  bleached  ? 

3.  Discuss  boiling,  baking  and  frying  vegetables.  What  is 
sauteing?  How  are  cream  sauce,  and  butter  sauce  made? 

4.  Discuss  the  digestibility,  nutritive  value  and  chemical 
composition  of  corn,  beans,  potatoes,  lettuce,  beets,  carrots,  cab¬ 
bage.  How  should  vegetables  be  bought?  How  cared  for? 

5.  What  are  carbohydrates?  Of  what  use  are  they  to  the 
body? 

6.  What  are  ptomaines? 

7.  Of  what  use  are  minerals  to  the  body?  Name  some  fruit 
and  vegetable  acids. 

8.  What  foods  are  classified  as  cereals?  What  is  their  nutri¬ 
tive  value?  Economic  value?  Discuss  prepared  breakfast  foods. 

9.  How  should  oat-meal  be  prepared?  How  long  should  it 
be  cooked?  Cream  of  wheat?  How  should  rice  be  cooked? 

10.  Recipes. 


LESSON  V 

COOKING  MEATS. 

1.  Discuss  methods  of  cooking  meats.  Boiling,  frying,  sau¬ 
teing,  stewing,  broiling,  roasting.  What  advantage  has  each 
method  ? 

2.  How  would  you  teach  a  rural  class  the  various  cuts  of 
meat  ?  Economy  in  buying  meat  ?  Method  of  carving  ? 

3.  Discuss  the  nutritive  value  and  digestibility  of  beef,  veal, 
mutton,  lamb,  pork,  fowl,  fish.  What  is  a  pot  roast? 


COURSE  OF  STUDY 


179 


4.  Discuss  the  value  of  other  foods  rich  in  protein,  such  as 
milk,  cheese,  nuts,  beans.  What  is  protein?  Where  and  how 
digested  ? 

5.  What  is  fat?  How  and  where  digested?  What  is  an 
emulsion?  Name  useful  vegetable  and  animal  fats. 

6.  Discuss  the  use  of  seasonings  to  make  meat  palatable,  also 
pleasing  combinations,  such  as  turkey  and  cranberry  sauce,  lamb 
with  mint,  pork  with  apple  sauce. 

7.  What  are  the  most  economical  cuts  of  meat  to  buy  (con¬ 
sidering  the  nutritive  value)  ? 

8.  Name  some  meat  substitutes. 

9.  Name  use  for  cold  meats.  Croquettes,  filling  for  tomatoes 
or  bell  peppers,  salad. 

10.  Recipes.  . 


LESSON  VI 

SOUPS,  SALADS,  SAUCES. 

1.  What  cuts  of  meat  are  used  for  making  soup?  Broth  ? 
How  should  each  be  cooked?  What  is  stock? 

2.  Soup  should  have  the  place  of  an  appetizer  at  a  meal. 
Should  it  be  highly  seasoned?  How  should  it  be  served?  How 
eaten?  Should  crackers  be  broken  into  soup  at  the  table? 

3.  How  are  noodles  made?  What  is  the  use  of  spaghetti, 
macaroni,  rice,  barley,  etc.,  in  soup? 

4.  How  are  croutons  made?  What  are  bread  sticks?  What 
is  a  pouree?  How  made?  What  is  bouillon? 

5.  How  should  oysters  be  cooked  for  soup? 

6.  What  is  French  salad  dressing?'  Cooked  dressing'  Ma¬ 
yonnaise?  What  does  it  mean  to  marinate? 

7.  Name  various  fruit,  vegetables  and  meat  salads.  How 
should  they  be  served?  How  should  lettuce  be  crisped? 

8.  How  are  cheese  wafers  made  ?  Cheese  straws  ? 

9.  How  are  the  following  made:  Brown  gravy,  cream  gravy, 
curry  sauce,  chili  sauce,  Spanish  sauce,  Tartar  sauce? 

10.  Recipes. 

LESSON  YII 

CAKES  AND  PASTRY. 

1.  All  cakes  are  divided  into  two  general  classes.  (1)  Those 
into  which  butter  or  other  fat  enters,  and,  (2)  Those  into  which 
it  does  not,  as  sponge. 


180 


COURSE  OF  STUDY 


2.  What  effect  has  altitude  on  cake  making?  How  may  this 
be  remedied?  Name  the  utensils  required  for  cake  making. 

3.  What  is  the  order  of  mixing  ingredients?  Name  some 
substitutes  for  butter. 

4.  Discuss  cake  baking,  time  for,  temperature,  care  of,  after 
taking  from  oven. 

5.  Cooked  and  uncooked  icing.  Should  cake  be  iced  while 
warm  or  cold?  How  are  the  following  icings  made:  White,  choc¬ 
olate,  caramel,  marshmallow? 

6.  Name  and  describe  various  fillings,  cream,  fruit,  nut, 

jelly- 

7.  Discuss  drop  cakes,  cookies,  fruit,  layer,  pound,  ginger¬ 
bread,  and  various  economical  cakes. 

8.  How  is  pie  crust  made?  Puff  paste?  Discuss  various 
fillings  for  pies,  turnovers  and  patties.  What  is  peach  cobbler? 

9.  How  is  mince-meat  made?  Mince  pie? 

10.  Recipes. 

LESSON  VIII. 

DESSERTS  AND  BEVERAGES. 

1.  What  is  the  food  value  of  ice  cream?  What  is  water  ice? 
Sherbet  ?  Mousse  ? 

2.  How  is  freezing  accomplished?  What  is  the  proper  pro¬ 
portion  of  ice  and  salt?  How  is  ice  cream  packed  after  freezing? 
What  should  be  the  care  of  the  freezer? 

3.  Describe  various  cold  fruit  drinks:  Lemonade,  orange¬ 
ade,  pineapple  and  grape  juice,  fruit  punch,  iced  coffee. 

4.  What  is  a  custard?  How  may  sago,  tapioca,  rice,  bread 
and  cake  be  combined  with  a  custard  foundation  to  make  pudding? 
These  may  or  may  not  be  combined  with  fruits  and  jellies.  What 
is  suet  pudding? 

5.  Discuss  desserts  that  have  a  gelatine  foundation:  Snow 
pudding,  Spanish  cream,  coffee  jelly,  wine  jelly. 

6.  How  are  starch  deserts  made?  Corn-starch,  blanc-mange, 
chocolate  blanc-mange? 

7.  Discuss  the  use  of  fresh  and  cooked  fruit  for  dessert. 
Stewed  apples,  prunes,  rhubarb,  baked  apples. 

8.  How  should  tea,  coffee,  cocoa  and  chocolate  be  made? 
What  is  theine,  caffeine,  coco,  theobromine? 

9.  Name  and  describe  some  pudding  sauces.  Hard,  lemon, 
wine,  cream,  foamy. 

10.  Recipes. 


COURSE  OF  STUDY 


181 


LESSON  IX. 

PRESERVES  AND  JELLIES. 

1.  When  should  fruits  and  vegetables  be  preserved?  How 
should  a  preserve  closet  be  kept  free  from  mold-producing  'germs  ? 

2.  How  should  utensils  used  in  the  preparation  of  and  jars 
used  in  the  packing  of  preserved  fruit,  be  cared  for? 

3.  How  may  food  be  preserved?  Discuss  the  composition 
and  nutritive  value  of  various  fruits. 

4.  Discuss  fully  methods  of  canning  fruits  and  vegetables. 
What  is  the  difference  between  canned  fruit  and  “preserves  ?” 

5.  What  is  fermentation?  Cause  of?  Effect  of?  Why  does 
food  spoil?  Discuss  the  subject  of  making  preserves;  jams,  jel¬ 
lies  and  fruit  butter. 

6.  Name  some  of  the  dangers  that  lurk  in  commercial  canned 
goods. 

7.  Discuss  fully  the  subject  of  pickling. 

8.  How  is  fruit  evaporated?  How  should  dried  fruits  bp 
cooked  ? 

9.  Name  and  describe  the  principal  spices  and  condiments 
used  to  season  preserves,  pickles,  etc. 

1 0.  Recipes. 


LESSON  X. 

INVALID  COOKERY. 

1.  What  are  the  requisites  for  foods  intended  for  invalids? 

2.  Name  some  nourishing  liquid  foods.  Name  points  to  be 
considered  in  preparing  infant’s  food. 

3.  Name  some  easily  digested  semi-solids.  What  is  meant 
by  pasteurized  and  sterilized  food? 

4.  Name  some  foods  suitable  for  convalescents.  Discuss 
water  supply,  contamination  of,  filtration,  cisterns,  distillation  of. 

5.  Discuss  the  beneficent  qualities  of  milk,  cream,  junket, 
cottage  cheese,  buttermilk,  koumiss. 

6.  How  are  mutton  and  beef  broth  prepared?  Milk  toast, 
soft  boiled  eggs,  steamed  rice,  milk  punch? 

7.  Discuss  diet  in  regard  to  the  following  ailments:  liver, 
stomach,  intestinal  and  kidney  troubles,  fevers,  colds  aenemia. 

8.  How  should  an  invalid’s  tray  be  arranged? 


182 


COURSE  OP  STUDY 


9.  How  should  food  be  kept  cool  and  clean?  Discuss  the 
care  of  the  refrigerator,  tainted  food,  odors,  sterilizing.  Discuss 
the  use  of  lime,  charcoal. 

10.  Eecipes. 


LESSON  XI. 

BALANCED  MEALS. 

1.  What  is  meant  by  a  well  balanced  meal?  What  are  the 
principal  elements  of  the  human  body?  What  proportion  of  pro¬ 
tein,  carbohydrate,  mineral  and  fat  should  a  meal  have? 

2.  Prepare  and  analyze  model  menus  for  breakfast. 

3.  Prepare  and  analyze  model  menus  for  luncheon  and  sup¬ 
per. 

4.  Prepare  and  analyze  model  menus  for  dinner. 

5.  Prepare  suitable  menus  for  luncheons  for  school  children 
and  for  picnics. 

6.  Discuss  the  meaning  of  “refreshments”  at  social  enter¬ 
tainments.  Give  suggestive  menus. 

7.  Discuss  the  subject  of  “soft  drinks,”  such  as  are  com¬ 
monly  sold  at  soda  fountains.  Coloring  matter,  injurious,  and 
not  so. 

8.  Discuss  the  subject  of  camp  cookery. 

9.  Chafing  dish  cookery. 

10.  Discuss  Household  Economics.  The  use  of  “leftovers” 
in  the  preparation  of  meals.  The  proper  way  to  buy. 

11.  Eecipes. 


LESSON  XII. 

THE  SERVING  OF  MEALS. 

1.  Describe  table  linens  suitable  for  both  formal  and  in¬ 
formal  use. 

2.  Describe  china,  silver  ware  and  glass  ware  that  are  con¬ 
sidered  in  good  taste.  Discuss  the  method  of  washing  and  caring 
for  these. 

3.  Describe  a  table  properly  set  for  formal  and  for  informal 
meals. 

4.  What  is  the  proper  way  to  serve  a  meal  both  when  there 
is  a  servant  and  when  there  is  none?  From  which  side  should 
food  be  passed? 


COURSE  OF  STUDY 


183 


5.  Table  decoration.  Of  what  should  it  consist?  Speak  of 
place  cards. 

6.  Candy-making.  What  is  meant  by  soft  ball,  hard  ball, 
thread,  crack? 

7.  What  is  fondant?  What  are  the  nature  and  sources  of 
sugar?  Name  other  ingredients  used  in  the  making  of  candy. 

8.  What  are  hard  candies?  How  is  taffy  made? 

9.  Recipes. 

10.  Table  manners. — Discuss  fully. 


DOMESTIC  ART 


Prepared  by  Mrs .  Florence  Bartlett,  Santa  Fe,  N.  M. 
Reference  Books: 

Shelter  and  Clothing — Kinne  &  Cooley;  price  $1.10;  MacMillan 
Company. 

Handicraft  for  Girls — Isabelle  McGlanflin;  price  $1.00;  Manual 
Arts  Press,  Peoria,  Ill. 

Cardboard  Construction — W.  C.  A.  Hammel;  20c. 

Cardboard  Construction — J.  W.  Trybon;  90c. 

Paper  Folding — W.  C.  A.  Hammel;  20c. 

Paper  Sloyd  for  Primary  Grades — Edna  N.  A.  Rich;  70c. 

Primary  Hand  Work — W.  Seegmier;  90c. 

Hand  Loom  Weaving — Todd;  90c. 

Raffia  and  Reed  Weaving — Elizabeth  Knapp;  45c. 

Practical  and  Artistic  Basketry— Laura  R.  Tensley;  $1.00. 

Course  of  Study  in  Industrial  Education — /Tensley. 

LESSON  I. 

HOW  TO  TEACH  SEWING  IN  THE  PUBLIC  SCHOOLS. 

1.  Discuss  ways  and  means  of  teaching  sewing  in  the  pub¬ 
lic  schools.  How  often  should  lessons  be  given?  How  much 
credit  should  be  given  for  home  work? 

2.  What  are  some  problems  peculiar  to  teaching  sewing  in 
the  rural  schools?  How  would  you  overcome  these? 

3.  How  may  the  co-operation  of  merchants,  housewives  and 
school  boards  be  secured  by  the  teacher  and  her  class? 

4.  What  equipment  is  necessary  for  the  school  and  for  in¬ 
dividual  pupils?  How  may  this  be  secured  in  poor  communities? 

5.  Discuss  the  various  kinds  of  thread  and  needles  used  in 
sewing  with  regard  to  numbers  and  sizes. 

6.  How  should  a  needle  be  threaded?  How  should  a  knot 
be  made?  When  may  knots  be  dispensed  with?  A  thimble  should 
always  be  used. 

7.  Discuss  fully  the  following  points:  The  position  of  the 
pupil  while  sewing,  height  of  chair,  position  of  feet,  back,  head, 


COURSE  OF  STUDY 


185 


distance  of  work  from  the  eyes,  pinning  work  to  the  dress  at  the 
knee. 

8.  Sewing  in  relation  to  defective  eyesight  and  to  nervous 
ohildren. 

9.  Care  of  hands,  nails,  materials,  work  box,  neatness,  pride 
in  work.- 

10.  Practical  demonstration  and  assignment. 

LESSON  II. 

PLAIN  SEWING. 


1.  What  is  a  stitch?  What  is  running  stitch?  For  what 
is  it  used? 

2.  Describe  various  methods  of  basting.  For  what  is  each 
used?  What  is  backstitching ?  For  what  is  it  used? 

3.  Describe  combination  stitch,  overcasting  stitch,  overhand¬ 
ing.  For  what  is  each  used?  What  is  whipping?  Hemming? 

4.  What  is  a  seam  ?  A  french  seam  ?  A  felled  seam  ? 
What  kind  of  seams  are  used  for  infants’  clothing  and  fine  white 
lingerie?  What  is  a  beaded  seam? 

5.  What  is  a  gusset?  How  is  a  bound  buttonhole  made? 

6.  Describe  various  forms  of  mending,  patching  and  darning. 

7.  What  is  meant  by  rolling  and  whipping?  When  used? 

8.  How  should  a  seam  on  flannel  be  made  and  finished? 
When  and  how  are  the  edges  of  seams  overcast,  pinked,  bound? 

9.  How  are  seams  made  in  lace  or  net?  In  velvet? 

10.  Practical  demonstration  and  lesson  assignment. 

LESSON  III. 

ORNAMENTAL  STITCHES. 

1.  Describe  the  making  of  a  buttonhole.  Is  the  stitch  made 
in  the  same  manner  as  the  buttonhole  stitch  of  embroidery  ? 

2.  What  is  blanket  stitch?  Outline  stitch? 

3.  How  is  feather  stitch  made?  Herringbone  stitch?  Cross 
stitch  ?  Outline  stitch  ? 

4.  How  are  french  knots  made?  Seed  stitch?  Lazy  daisy? 
How  is  a  punched  eyelet  made?  A  cut  eyelet?  Describe  pleasing 
ways  of  combining  some  of  these  stitches  to  make  trimming  for 
■children’s  dresses. 

5.  How  is  hemstitching  made?  For  what  is  it  used? 


186 


COURSE  OF  STUDY 


6.  How  is  braiding  done?  Applique?  How  may  these  be 
used  for  dress  trimming? 

7.  In  what  way  may  bias  bands  be  used  as  dress  trimming? 
Piping?  Applied  hems  and  skirt  yokes? 

8.  Discuss  the  use  of  shirring,  plaiting  and  tucking  as  trim¬ 
ming  for  wearing  apparel. 

9.  How  should  hooks  and  eyes  be  sewed  on?  How  should 
buttons  be  sewed  to  very  thin  material  ?  To  very  heavy  material  ? 

10.  Practical  demonstration  and  lesson  assignment. 


LESSON  IV. 

PATTERNS. 

1.  The  width  of  the  material  purchased  should  be  regulated 
by  the  style  of  pattern  to  be  used. 

2.  Name  some  popular  makes  of  paper  patterns.  How  should 
a  person  be  measured  to  ascertain  the  size  of  pattern  required? 

3.  Explain  some  of  the  symbols  used  on  paper  patterns.  Di¬ 
rections  should  always  be  read  carefully  and  a  proper  interpreta¬ 
tion  made  of  them. 

4.  When  and  how  should  patterns  be  altered?  Lengthened, 
shortened,  made  wider  or  narrower? 

5.  Discuss  the  matter  of  placing  patterns  on  material  so 
as  to  cut  to  the  greatest  advantage. 

G.  Basting.  When  should  the  different  basting  threads  be 
used?  How  are  bias  and  straight  edges  basted? 

7.  How  are  garments  fitted? 

8.  Finishing. 

9.  Discuss  the  matter  of  re-modelling  clothes. 

10.  Practical  demonstration  and  lesson  assignment. 

LESSON  V. 

TEXTILE  FABRICS. 

1.  Make  a  careful  study  of  cotton  in  its  relation  to  textiles. 

2.  Make  a  similar  study  in  regard  to  linen. 

3.  In  the  same  way  study  wool. 

4.  Also  study  the  use  of  silk. 

5.  What  other  vegetable  or  animal  fibers  are  used  in  the 
manufacture  of  textiles? 


COURSE  OF  STUDY 


187 


6.  How  are  tests  made  for  fibers?  For  fading,  for  shrink¬ 
age,  for  spotting,  for  stiffening  and  glazing? 

7.  Flow  are  fabrics  dyed?  How  adulterated?  Why  should 
material  for  sheets,  pillow  cases,  etc.,  be  torn  instead  of  cut? 

8.  Make  a  list  of  the  most  useful  fabrics,  giving  width,  cus¬ 
tomary  price,  use,  composition  and  description. 

9.  What  consideration  should  be  made  of  the  following  when 
buying  fabrics  or  cutting  articles  from  them:  Selvage,  figures, 
stripes,  plaids,  checks,  nap,  right  and  wrong  side? 

10.  Practical  demonstration  and  lesson  assignment. 

LESSON  VI. 

.  THE  SEWING  MACHINE. 

1.  Name  and  describe  the  principal  parts  of  a  sewing  ma¬ 
chine.  What  is  the  difference  between  a  single  thread  and  a  dou¬ 
ble  thread  machine? 

2.  How  should  a  sewing  machine  be  cared  for?  How  should 
it  be  cleaned  and  oiled?  How  often  should  this  be  done? 

3.  Describe  the  principal  adjustments,  tell  how  they  are  ad¬ 
justed  and  how  used. 

4.  Define  the  following:  shuttle,  tread,  feed  belt,  presser 
foot,  bobbin,  stitch  control.  Discuss  needles  and  thread  as  related 
to  one  another. 

5.  How  are  wide  hemming  and  tucking  done  on  a  sewing 
machine?  Quilting,  felling,  binding,  puffing? 

6.  Discuss  the  aesthetics  of  dress.  The  economy  of  dress. 

7.  Give  the  history  of  costumes,  ancient,  mediaeval  and 
modern. 

8.  The  designing  of  clothes;  individuality.  The  importance 
of  artistic  dress.  Requirements  of  dress.  Color  harmony.  Line 
harmony. 

9.  Discuss  the  hygiene  of  dress.  Shoes,  hats,  corsets,  un¬ 
derwear. 

10.  Practical  demonstration  and  lesson  assignment. 

LESSON  VII. 

THE  CLEANSING  OF  FABRICS. 

1.  How  should  soiled  clothes  be  separated  to  prepare  for 
laundering?  What  should  be  the  care  of  the  clothes  hamper? 


188 


COURSE  OF  STUDY 


1.  Discuss  fully  the  equipment  required  for  successful  laun¬ 
dering.  What  is  the  difference  between  “hard”  and  “soft”  water? 
How  may  water  be  softened? 

3.  What  sort  of  soap  should  be  used  for  cotton  goods?  for 
woolen?  When  should  suds  only  be  used?  How  are  laces  washed? 
Flannels  ? 

4.  Describe  fully  the  process  of  washing,  of  rinsing,  of  boil¬ 
ing,  of  blueing,  of  starching  and  of  hanging  clothes. 

5.  Describe  the  ironing  of  plain  and  of  starched  clothes, 
folding,  and  drying  them.  Speak  of  the  necessity  of  mending 
them  before  they  are  put  away. 

6.  Discuss  laundry  appliances,  clothes  washers,  clothes 
wringers,  electric  irons,  dryers. 

7.  How  should  clothes  be  cared  for  between  seasons?  Dis¬ 
cuss  the  pressing  of  clothes.  How  are  silks  and  velvets  renovated? 

8.  Discuss  the  use  of  gasoline  as  a  cleaning  fluid.  French 
chalk,  magnesia  and  other  combinations  for  dry  cleaning. 

9.  How  should  colored  clothes  be  cared  for  before  launder¬ 
ing?  How  are  ink,  grass,  blood,  rust,  coffee,  oil,  and  fruit  stains 
removed  ? 

10.  Practical  demonstration  and  lesson  assignment. 

LESSON  VIII. 

HOUSE-KEEPING. 

1.  Draw  a  plan  of  an  ideal  home.  Make  notes  of  color 
schemes,  wall  covering,  furnishing,  hangings,  pictures. 

2.  Describe  fully  the  process  of  sweeping  and  dusting,  of 
mopping  and  waxing  floors,  of  oiling  furniture. 

3.  How  should  windows  and  woodwork  be  cleaned?  What 
is  a  vacuum  cleaner? 

4.  How  should  a  bed  be  furnished?  How  made  up? 

5.  Discuss  economical  ways  of  heating.  The  proper  venti¬ 
lation  of  a  home.  Sanitary  plumbing. 

6.  How  should  disinfecting  be  done? 

7.  How  should  a  linen  closet  be  equipped?  How  cared  for? 

8.  How  should  winter  clothes  be  cared  for  when  laid  away 
during  the  warm  months? 

9.  How  may  moths  be  eradicated?  How  may  flies  and  mos¬ 
quitoes  be  kept  out  of  the  house? 

10.  Make  a  schedule  of  a  housewife’s  work  for  a  week. 


COURSE  OF  STUDY 


189 


LESSON  IX. 

SEWING  IN  THE  LOWER  GRADES. 

1.  Discuss  this  matter  fully. 

2.  Prepare  a  working  outline  of  a  year’s  work,  including 
such  things  as  weaving  paper  mats,  sewing  cards,  knitting  on 
spools,  weaving  worsted  rugs,  sewing  rags  for  rag  rugs,  knotting 
twine,  crocheting  simple  chain  stitch. 

3.  How  may  little  folks  be  taught  neatness  and  precision 
without  injury  to  the  eyes  or  the  nerves?  At  this  period  of  life, 
only  the  larger  muscles  of  the  body  should  be  brought  into  use. 
Permanent  injury  may  be  done  by  placing  too  great  a  strain  on 
the  finer  nerves  and  muscles. 

4.  What  kind  of  elementary  hand  work  may  be  taught  as  a 
preparation  for  sewing? 

5.  Discuss  the  benefits  to  be  derived  from  paper  folding, 
cutting,  tearing,  pasting,  original  designs. 

6.  How  much  cardboard  construction  may  be  taught  in  these- 
grades  ? 

7.  Kaffia  and  reed  weaving. 

8.  Practical  demonstration  of  constructive  work. 

LESSON  X. 

SEWING  IN  INTERMEDIATE  GRADES. 

1.  Discuss  the  teaching  of  sewing  in  the  intermediate  grades. 

2.  Prepare  a  working  outline  of  a  year’s  work,  considering 
such  things  as :  a  sampler  of  simple  stitches,  bedding  for  a  doll’s 
bed,  doll’s  clothes,  work  bag,  apron,  dust  cap,  dust  cloth,  dish 
towel,  broom  bag,  laundry  bag. 

3.  This  work  may  be  co-related  with  elementary  hand  work 
in  such  matters  as  cutting,  measuring,  folding  hems,  drawing 
threads  in  coarse  canvas,  tracing  patterns  and  designs  for  simple 
embroidery,  pricking  patterns  for  stamping. 

4.  How  may  originality  and  individuality  be  developed? 

5.  Raffia  weaving  and  elementary  basket  work.  Discuss  fully. 

6.  Intermediate  work  in  cardboard  construction.  Discuss 
fully. 

7.  Stenciling,  brass,  iron,  leather  work,  designing,  lettering. 

8.  Let  the  teacher  bring  examples  of  elementary  construc¬ 
tive  work  to  the  class  and  discuss  their  manufacture. 

10.  Lesson  assignment. 


190 


COURSE  OF  STUDY 


LESSON  XI. 

SEWING  IN  THE  HIGHER  GRADES. 

1.  Prepare  a  working  outline  for  a  year’s  work  in  these 
grades,  considering  the  following:  household  linens  such  as  hem¬ 
ming  table  cloths,  napkins,  towels,  making  dresser  scarf,  stand 
cover,  sofa  pillow  cover,  sheets,  pillow  cases;  lingerie,  such  as  cor¬ 
set  cover,  night  gown,  combination  suit,  petticoat,  house  dress, 
shirt  waist,  commencement  dress. 

2.  How  should  lace  insertion  be  set  into  fine  white  material? 

3.  Speak  of  methods  of  finishing  lingerie,  seams,  fastenings, 
beading,  trimming. 


LESSON  XII. 

FANCY  WORK. 

1.  To  what  extent  should  fancy  work  be  taught  in  the  pub¬ 
lic  schools? 

2.  Is  there  danger  of  pupils  overdoing  this  branch  of  handi¬ 
work  ? 

3.  Discuss  the  teaching  of  advanced  constructive  work,  book¬ 
binding,  leather  tooling,  basketry,  clay  modeling,  lettering  py- 
rography,  brass  work,  jewelry  making. 

4.  Hold  an  exhibit  of  handiwork. 


SUGGESTIONS 
TO  INSTITUTE  WORKERS 


We  would  emphasize  the  fact  that  the  courses  in  the  Manual 
are  to  be  followed  closely.  Some  institute  workers  are  inclined  to 
TALK  TOO  MUCH.  They  fail  to  realize  that  the  institute  is  a 
model  school,  and  that  the  best  instructor  is  the  one  who  uses 
only  a  few  words  in  getting  the  class  members  to  make  full  reci¬ 
tations.  Careful  preparation  should  be  made  daily  by  the  in¬ 
structor  or  conductor,  clear  lesson  assignments  should  be  made, 
every  member  of  the  class  should  be  required  to  present  his  work 
in  good  form,  the  art  of  questioning  should  be  given  close  attention ; 
in  fact,  the  daily  class  work  should  be  such  as  is  found  in  the 
critic  departments  of  a  normal  school.  The  questions  given  in 
the  examinations  held  at  the  close  of  the  institute  are  to  be  based 
on  the  outlines  of  the  Manual,  and  the  instructor  cannot  afford  to 
sacrifice  any  time  from  the  daily  program  all  of  which  is  to  be 
given  to  the  outlines  presented. 

Note  the  following: 

Assign  permanent  seats. 

Prepare  a  daily  register. 

Insist  upon  punctuality  and  regular  attendance. 

Make  the  opening  and  general  exercises  interesting. 

Sing  often. 

Adhere  to  good  form  in  class  movements. 

Study  the  framing  of  your  questions. 

Secure  well  formed  answers. 

Hold  each  class  member  responsible  for  each  lesson  assigned. 

Have  all  blanks  for  information  promptly  and  properly  filled. 

If  you  must  put  off  some  question  until  tomorrow,  be  sure  to 
bring  it  up. 

Don’t  lecture”  except  at  some  evening  meeting  or  after  hours. 

Give  the  full  time  of  the  daily  program  to  the  work  of  the 
outline. 

In  all  third  grade  classes,  give  special  attention  to  subject 
matter,  but  emphasize  method  in  reading  (combination  of  word, 
sentence  and  phonetic.)  Discourage  the  use  of  the  alphabet 
method. 


192 


COURSE  OF  STUDY 


At  the  close  of  the  institute,  reorganize  the  Count}'  Educa¬ 
tional  Association,  and  set  the  date  for  the  first  meeting.  See 
that  a  wise  program  committee  is  selected. 


INSTITUTE  DAILY  PROGRAMS  (Suggestive) 
Four  Weeks’  Institute. 

ONE  INSTRUCTOR. 


8:00—  9:00 
9:00—  9:45 
9:45—10:30 
10:30—10:45 
10:45—11:30 

11:30—12:00 
12:00  1:15 

1:15—  2:00 
2  :00 —  2  :30 

2:30—  3:15 

3:15—  4:00 


Arithmetic. 

Grammar. 

Geography. 

Recess. 

School  Management,  or  Study  Period  and  Indi¬ 
vidual  Help. 

Spelling  and  Penmanship. 

Noon. 

Physiology. 

Agriculture,  Domestic  Science,  Manual  Training, 
Drawing,  Music. 

Reading. 

Special  work  in  increasing  vocabulary. 

Special  help  for  next  day. 


N.  B. — -The  four  weeks5  institute  is  in  reality  a  summer  school, 
and  every  possible  help  should  be  given  the  applicants.  Conduct 
a  model  school.  By  example,  teach  school  management,  lesson  as¬ 
signments,  how  to  study  best  recitation  methods,  etc.  Devote  three 
days  each  week  to  Agriculture,  Domestic  Science  and  Manual 
Training,  and  two  days  to  Music  and  Drawing. 


Two  Weeks’  Institute. 


ONE  INSTRUCTOR. 


Note. — All  teachers  together  in  all  classes.  Third  grade  ap¬ 
plicants  should  attend  classes  in  History,  Pedagogy,  Psychology, 
etc.,  with  first  and  second  grade  teachers. 

Teachers  are  accustomed  to  the  two-session  plan  and  will  or¬ 
dinarily  do  better  work  than  when  required  to  begin  work  at 
seven  o’clock  in  the  forenoon  and  continue  till  nearly  one  o’clock. 
For  this  reason  the  divided  session  is  suggested.  Of  course,  if 
teachers  and  conductors  prefer  the  one-session  plan,  they  may 
adopt  it. 


COURSE  OF  STUDY 


193 


8:15—  8:30 
8:30—  9:00 
9:00—  9:30 
9:30—10:00 
10:00—10:15 
10:15—10:45 
10:45—11:15 
11:15—11:45 


1:15—  1:45 
1 :45 —  2  :15 
2:15—  2:45 
2:45—  3:15 


FORENOON-. 

General  Exercises. 

Arithmetic. 

Grammar. 

Geography. 

Optional  Subject,  or  Eecess. 

Reading. 

Physiology. 

History  and  Civics,  including  History  and  Civics 
of  New  Mexico. 

AFTERNOON. 

Pedagogy  and  School  Management. 

Spelling  and  Penmanship. 

Ps}'chology. 

Agriculture,  Domestic  Science,  Manual  Training, 
Music  and  Drawing. 


[Two  Weeks’  Institute. 

TWO  INSTRUCTORS. 

Note. — First  and  second  grade  applicants  together.  Third 
grade  applicants  by  themselves,  but  they  should  attend  afternoon 
classes  for  obvious  reasons. 


8:00—  8:40 
8:40—  9:20 
9  :20— 10  :00 
10:00—10:15 
10:15—10:55 
10  :55— 11 :25 

11:25—12:00 


Instructor  A 

Arithmetic  (1st  and  2nd) 

Grammar  (1st  and  2nd) 

Geography  (1st  and  2nd) 

Special  Subject  or  Recess. 
Reading  (1st  and  2nd) 

Spelling  and 

Penmanship  (1st  and  2nd) 
Physiology  (1st  and  2nd) 


Instructor  B 
Arithmetic  (3rd) 
Grammar  (3rd) 
Geography  (3rd) 

Reading  (3rd) 
Spelling  and 
Penmanship  (3rd) 
Physiology  (3rd) 


194 


COURSE  OF  STUDY 


AFTERNOON. 


1:15— 

1:30 

General  Exercises. 

1 :30— 

2:10 

History. 

2:10— 

2:50 

Pedagogy 

School  Management 

2:50— 

3:30 

Psychology 

3 :30 — 

4:10 

Agriculture,  Domestic 
Music  and  Drawing. 

Science,  Manual  Training, 

4 :10 — 

4:30 

Civics 

N.  B. — Of  course,  an  exchange  of  subjects  may  be  advisable 
in  many  cases  on  account  of  special  preparation  of  one  of  the  in¬ 
structors,  in  certain  branches. 


CERTIFICATION  OF  TEACHERS 


A  Person  May  Become  Legally  Qualified  to  Teach  in  New  Mexico 

as  follows : 

I.  By  securing  an  elementary  first,  second  or  third  grade 
certificate  in  any  one  of  the  following  ways: 

(a)  By  examination  before  the  county  superintendent  at  the 
dose  of  the  summer  institute,  or  at  other  times  fixed  by  the  State 
Board  of  Education. 

(b)  By  presenting  to  the  State  Board  of  Education  satisfac¬ 
tory  credits  from  State  Educational  Institutions  in  those  branches 
prescribed  for  the  elementary  certificates. 

(c)  By  securing  endorsement  by  the  State  Board  of  Educa¬ 
tion  of  unexpired  certificates  granted  in  certain  of  the  other  states. 
This  applies  to  certificates  equivalent,  at  least,  to  our  elementary 
first  grade  certificate.  Certificates  of  first  grade  or  better  from 
Nebraska,  Kansas,  Oklahoma,  Wyoming,  Minnesota,  Michigan, 
Missouri,  Wisconsin  and  Washington  may  be  recognized.  Appli¬ 
cants  with  certificates  from  states  not  in  this  list  must  stand  ex¬ 
amination  or  submit  credits  from  schools  attended. 

( d )  By  completing  specified  courses  in  specified  schools.  (At 
present  there  is  no  list  of  accredited  schools  except  that  graduates 
of  the  California  State  Normal  schools  may  be  granted  first  grade 
elementary  certificates.) 

(e)  By  graduating  from  the  full  course  at  St.  Michael's 
College. 

(/)  (Certificates  can  be  granted  on  credits  only  when  credits 
offered  are  equivalent  to  good  four-year  high  school  course  and 
when  credits  include  physiology,  pedagogy,  psychology,  U.  S.  his¬ 
tory,  U.  S.  civics,  New  Mexico  history  and  civics,  and  one  of  the 
industrial  branches.) 

II.  By  securing  professional  certificates  (three  year,  five 
year,  or  life)  from  the  State  Board  of  Education  in  one  of  the  fol¬ 
lowing  ways: 

(a)  By  satisfactory  examination  before  the  State  Board  of 
Education  in  subjects  hereinafter  named. 

( b )  By  securing  the  endorsement  by  the  State  Board  of  Edu¬ 
cation  of  certificates  granted  in  certain  states,  provided  conditions 
in  prescribed  subjects  are  met.  (See  (c)  under  I.) 


196 


COURSE  OF  STUDY 


( c )  By  presenting  to  the  State  Board  of  Education  satisfac¬ 
tory  credits  from  approved  educational  institutions  in  the  United 
States.  The  good  standing  of  such  institutions,  if  unknown,  shall 
be  certified  by  the  superintendent  of  public  instruction  or  presi¬ 
dent  of  state  university  of  state  in  which  institution  is  located. 
Application  blanks  and  blanks  for  transcript  of  credits  will  be 
sent  upon  request.  Transcripts  must  be  certified  by  authorized 
persons  in  school  attended. 

III.  By  securing  a  permit  to  teach  from  the  county  superin¬ 
tendent  or  the  Superintendent  of  Public  Instruction.  These  are 
issued  to  meet  emergencies  only  and  expire  on  the  date  of  the  next 
regular  examination  of  teachers.  They  may  not  be  issued  to  per¬ 
sons  who  failed  at  the  preceding  examinations. 

IV.  By  meeting  the  requirements  specified  by  city  boards  of 
education.  Each  incorporated  city  is  a  law  unto  itself  in  the  mat¬ 
ter  of  certificating  its  teachers,  but  certificates  issued  by  a  city 
board  are  legal  only  in  the  city  where  issued.  Teachers  in  high 
schools,  and  teachers  of  special  branches,  such  as  art  and  music, 
obtain  their  certificates  as  other  city  teachers  do. 

All  certificates  must  be  secured  from  the  State  Department 
of  Education,  Santa  Fe,  New  Mexico,  except  that  the  boards  of 
education  of  the  incorporated  cities  of  Albuquerque,  Clovis,  E. 
Las  Vegas,  Baton,  Boswell,  Santa  Fe  and  Tucumcari  may,  if  they 
wish,  issue  certificates  good  in  their  respective  cities. 

(Note:  Certificates  can  not  be  issued  on  diplomas  alone.) 

In  addition  to  the  foregoing,  it  is  necessary,  in  order  that 
one  draw  public  money  for  services  as  teacher,  to  present  a  certifi¬ 
cate  of  attendance  upon  the  annual  institute  or  an  approved  sum¬ 
mer  school  or  to  present  an  accepted  excuse  for  non-attendance. 
Satisfactory  institute  attendance  consists  of  full  ten  days,  at  least 
four  subjects  each  day,  with  work  approved  by  the  institute  con¬ 
ductor  and  the  county  superintendent.  Holders  of  elementary 
first  grade  or  higher  certificates  who  attend  a  summer  session  of 
eight  weeks  at  either  of  the  State  Normal  schools  may  be  excused 
from  institute  attendance  the  succeeding  year.  Holders  of  life 
certificates  must  attend  an  institute  at  least  once  in  every  three 
3'ear  period  beginning  with  1914.  A  health  certificate,  showing 
that  the  applicant  is  free  from  tuberculosis,  is  also  required.  No 
certificate  will  be  issued  or  delivered  to  a  non-resident.  All  cer¬ 
tificates  will  be  dated  September  first.  The  minimum  age  for 


COURSE  OF  STUDY 


197 


teachers  is  (18)  eighteen  years.  For  any  elementary  certificate 
a  fee  of  ($1.00)  one  dollar  is  required  unless  applicant  has  paid 
an  examination  fee  of  $1.00  during  the  year.  Fees  for  profes¬ 
sional  certificates  are  required  as  indicated. 

ELEMENTARY  CERTIFICATES 

Candidates  for  third  grade  certificates  shall  he  examined  in 
the  following  branches:  Reading,  Penmanship,  Orthography, 
Geography,  English  Grammar  and  Composition,  Arithmetic  and 
Physiology.  Third  grade  certificates  are  recognized  for  one  year 
in  any  county  in  the  state,  and  are  granted  on  lower  percentages 
(average  60;  minimum  50)  than  are  required  for  second  grade 
certificates.  After  the  first  third  grade  certificate,  applicants  for 
such  certificate  must  do  the  Reading  Circle  work  required  for  third 
grade  certificate  teachers.  (See  page  202.)  A  fee  of  one  dollar 
($1.00)  is  required  of  each  applicant  in  an  examination  for  a 
third  grade  certificate.  ‘ 

Candidates  for  second  grade  certificates  shall  be  examined  in 
the  following  branches :  Reading,  Penmanship,  Orthography,  Eng¬ 
lish  Grammar  and  Composition,  Geography,  Arithmetic,  Physi¬ 
ology,  United  Spates  History,  Civics,  New  Mexico  History  and 
Civics,  Elementary  Course  in  Teaching  and  School  Management, 
and  one  of  the  following:  Agriculture,.  Domestic  Science  (includ¬ 
ing  cooking  and  sewing).  Manual  Training.  An  applicant  to  be 
entitled  to  a  second  grade  certificate  must  obtain  a  general  aver¬ 
age  as  high  as  75  per  cent,  with  no  grade  in  any  one  branch  lower 
than  50  per  cent.  Second  grade  certificates  are  recognized  for  two 
years  in  any  county  in  the  state.  Standings  of  90  per  cent  or 
more  in  subjects  on  an  unexpired  second  grade  certificate  may  be 
accepted  in  granting  a  first  grade  certificate. 

The  law  fixes  a  maximum  salary  for  holders  of  permits  and 
third  grade  certificates  at  fifty  dollars ;  for  holders  of  second  grade, 
seventy-five  dollars. 

Candidates  for  a  first  grade  certificate  shall  be  examined  in 
Reading,  Penmanship,  Orthography,  English  Grammar  and  Com¬ 
position,  Geography,  Arithmetic,  Physiology,  United  States  His¬ 
tory,  Civil  Government,  New  Mexico  History  and  Civics,  the  Ele¬ 
ments  of  Pedagogy — comprising  a  knowledge  of  School  Manage¬ 
ment  and  Theory  and  Practice  of  Teaching;  Elementary  Applied 
Psychology,  one  of  the'  following  branches:  Elementary  Algebra, 


198 


COURSE  OF  STUDY 


Elementary  Botany,  Elementary  Zoology,  Elementary  Physics,  or 
Elementary  Bookkeeping;  and  one  of  the  following:  Agriculture, 
Domestic  Science  (including  cooking  and  sewing),  Manual  Train¬ 
ing.  A  commercial  subject  may  be  accepted  in  lieu  of  industrial 
subject  for  a  first  grade  certificate  to  be  used  in  a  commercial 
school.  To  entitle  the  applicant  to  said  first  grade  certificate  he 
must  receive  a  general  average  as  high  as  90  per  cent,  with  no 
grade  in  any  one  branch  lower  than  75  per  cent.  These  certifi¬ 
cates  are  recognized  for  three  years  throughout  the  state,  and  at 
the  discretion  of  the  county  .superintendent  and  upon  approval 
by  the  State  Superintendent  of  Public  Instruction,  may  be  re¬ 
newed  once,  if  presented  before  the  date  of  expiration,  and  pro¬ 
vided  the  applicant  has  met  the  Reading  Circle  requirements. 
(See  page  202.) 

Candidates  for  the  first  and  second  grade  certificates  shall  be 
examined  upon  the  same  sets  of  questions  in  so  far  as  the  subjects 
are  the  same.  A  fee  of  one  dollar  ($1.00)  is  required  of  each 
applicant  in  a  second  or  first  grade  examination. 

Elementary  and  professional  certificates  of  other  states  of  a 
standard  equivalent  to  that  prescribed  for  a  certificate  issued  by 
this  Board  not  lower  than  an  elementary  first  grade,  may  be  en¬ 
dorsed  by  the  Superintendent  of  Public  Instruction  as  an  elemen¬ 
tary  first  grade  certificate,  limited  to  one  year  (See  (/)  under 
I,  however),  provided  that  the  applicant  shows  satisfactory  credit 
or  examination  grades  in  U.  S.  History,  TJ.  S.  Civics,  Hew  Mexico 
History  and  Civics,  Physiology,  one  of  the  industrial  subjects. 
Pedagogy  and  Psychology.  Such  one  year  certificates  may  be  ex¬ 
tended  two  years  by  the  State  Superintendent  of  Public  Instruc¬ 
tion  upon  receipt  of  satisfactory  evidence  of  one  year’s  successful 
teaching,  and  may  be  renewed  in  the  same  manner  as  elementary, 
first  grade  certificates  secured  on  examination. 

Students  who  complete  the  Rural  School  Departments  in  the 
State  Normal  Schools  or  graduates  from  the  Eighth  Grades  in 
State  Normal  Schools  who  meet  the  same  requirements  as  students 
wdio  complete  the  work  of  the  Rural  School  Departments  may  be 
granted  second  grade  elementary  certificates. 

Credits  from  educational  institutions  may  be  honored  in  build¬ 
ing  for  a  professional  certificate  or  for  a  first  grade  elementary 
certificate,  but  not  for  second  and  third  grade  certificates. 

A  fee  of  $1.00  is  required  for  elementary  first  grade  certifi¬ 
cates  issued  on  certificates  from  other  states  or  on  credits  or  for 
extension  or  renewal  of  elementary  first  grade  certificates. 


COURSE  OF  STUDY 


199 


PROFESSIONAL  CERTIFICATES. 

In  the  administration  of  the  law  concerning  the  granting  of 
professional  certificates,  the  State  Board  of  Education  makes  its 
own  rules.  The  following  are  the  present  rules: 

Three  grades  of  professional  certificates  are  granted:  One 
for  three  years,  one  for  five  years,  and  one  for  life.  All  credits 
offered  must  be  of  high  school  or  higher  standard.  A  fee  of  one 
dollar  ($1.00)  is  charged  the  applicant  for  each  examination;  sev¬ 
eral  subjects  may  be  taken  consecutively  at  each  examination. 

A  professional  three  year  certificate  may  be  granted  to  a  can¬ 
didate  presenting  any  five  credits  (a  credit  shall  consist  of  five 
forty-five  minute  recitations  a  week  for  a  period  of  thirty-six 
weeks,  or  its  equivalent),  named  in  Group  II  following,  and  all 
credits  named  in  Group  I,  except  “Observation  (%)>  Practice 
(1).” 

After  three  years  of  successful  experience,  the  holder  of  a 
professional  three  year  certificate  may  be  granted  a  professional 
five-year  certificate. 

A  person  who  has  all  the  credits  in  Group  I,  following,  and 
any  five  credits  selected  from  Group  II,  shall  be  considered  as 
having  the  legal  qualifications  for  a  professional  five-year  cer¬ 
tificate. 

Five-year  certificates  which  are  not  extensions  of  three-year 
professional  certificates  may  be  renewed  for  three  years, 

Twenty- seven  school  months  of  four  weeks  each  of  success¬ 
ful  teaching  will  be  accepted  in  lieu  of  the  half  year  of  observation 
and  the  one  year  of  practice  teaching  specified  in  Group  I. 

Equivalents  of  like  kind  will  be  accepted  for  any  subject  in 
either  group  except  the  subjects  in  italics. 

On  presentation  of  four  credits  in  addition  to  those  upon 
which  the  five-year  certificates  are  granted,  approved  by  the  State 
Board  of  Education,  a  holder  of  a  professional  five-year  certifi¬ 
cate,  after  five  years  of  successful  experience,  may  be  granted  a 
professional  life  certificate. 

A  fee  of  three  dollars  ($3.00)  is  charged  for  the  three-year 
certificate,  five  dollars  ($5.00)  for  five-year  certificate,  and  ten 
dollars  ($10.00)  for  the  life  certificate. 

Do  not  remit  until  after  having  received  notice  of  favorable 
action  on  your  application. 


200 


COURSE  OF  STUDY 


GROUP  I. 

Arithmetic  Review  (%),  Geometry,  Plane  or  Plane  and  Solid 
(1),  Zoology  (Vi)?  Algebra  (1),  English  Grammar  Review  (Vi)? 
Composition  and  Khetoric  (1),  History  of  English  Literature  and 
English  and  American  Classics  (2),  United  States  History,  in¬ 
cluding  New  Mexico  History  (Vi),  Civics,  including  New  Mexico 
Civics ,  (Vi)?  General  Plistory  (1),  Physiology  and  Hygiene  (M>)? 
Botany  (Vi)?  Physical  Geography  (Vi)?  Industrial  Subject  [Ag¬ 
riculture,  Manual  Training,  Domestic  Science,  Commercial  Branch 
(Vi)?  Psychology  (1),  History  of  Education,  including  a  General 
Knowledge  of  the  following  school  systems :  the  German,  the 
French,  the  United  States,  and  the  New  Mexico  (Vi)?  School 
Management  (Vi)?  Principles  of  Education  (Vi)?  Special  Methods 
in  Reading,  Geography.  Language,  Spelling  and  Primary  Arith¬ 
metic  (1),  Observation  (Vi)?  Practice  (1).  Practice  teaching 
should  be  construed  to  mean  actual  teaching  in  an  elementary 
school  under  the  supervision  of  a  critic  -teacher.  If  New  Mexico 
History  and  Civics  are  not  included  in  United  States  History  and 
Civics,  applicants  must  present  New  Mexico  History  and  Civics 
(Vi).  All  professional  subjects  must  be  of  college  rank. 

GROUP  II. 

Latin  (2),  (3),  or  (4),  Spanish  (2),  Greek  (2),  German  (2), 
Trigonometry  (Vi)?  Sociology  (Vi)?  Ethics  (Vi)?  Geology  (Vi)’ 
Astronomy  (Vi)?  Commercial  Law  (Vi)?  English  History  (Vi), 
Chemistry  (1),  Bookkeeping  (Vi)?  Physics  (1),  Calculus  (Vi)? 
Electives. 

The  sum  of  credits  in  the  professional  studies  for  a  state  pro¬ 
fessional  certificate  shall  not  be  less  than  five  (5)  units,  distribu¬ 
ted  respectively  as  follows :  Psychology  1  unit,  History  of  Edu¬ 
cation  Vi  unit.  School  Management  and  Supervision  Vi  unit, 
Principles  of  Education  Vi  unit.  Special  Methods  1  unit,  Obser¬ 
vation  and  Practice  1%  units.  (Twenty-seven  months'  success¬ 
ful  teaching  shall  be  accepted  in  lieu  of  Observation  and  Practice. 
1%  units.)  No  credit  shall  be  counted  in  Psychology  for  less  than 
18  weeks.  In  other  professional  subjects  no  credit  shall  be  ac¬ 
cepted  for  less  than  12  weeks.  When  the  total  credits  in  profes¬ 
sional  subjects  do  not  equal  5  units,  the  Board  of  Education  re¬ 
serves  the  right  to  designate  in  what  particular  subject  or  sub¬ 
jects  the  candidate  shall  make  his  or  her  additional  credits  in 
order  to  meet  these  requirements.  Substitutions  for  any  subject 


COURSE  OF  STUDY 


201 


must  be  of  like  kind:  Mathematics  for  Mathematics,  History  for 
History,  Science  for  Science,  but  there  shall  be  no  substitution 
for  Arithmetic  Review  y2  unit,  Grammar  Review  y2  unit,  Eng¬ 
lish  3  units.  Physiology  and  Hygiene  \'2  unit,  Civics  y>  unit, 
United  States  History  y2  unit,  Hew  Mexico  History  and  Civics 
y2  unit,  industrial  subject  %  unit. 

The  minimum  educational  requirements  for  teachers  in  a 
high  school  shall  be  graduation  from  the  New  Mexico  Normal 
School  or  from  the  Normal  University  or  the  completion  of  work 
equivalent  to  that  required  for  graduation  from  these  schools. 
This  requirement  may  be  waived  temporarily  by  the  State  Super¬ 
intendent  of  Public  Instruction  in  cases  where  teachers  have  mani¬ 
fest  qualifications  for  the  position. 

Credits  not  to  exceed  1  y2  units  for  work  done  in  New  Mex¬ 
ico  Normal  Summer  Schools  shall  be  accepted  for  professional 
certificates  with  the  same  value  as  is  given  to  such  credit  toward 
graduation  in  said  institutions;  provided  said  credits,  shall  be 
earned  by  an  attendance  of  not  less  than  eight  consecutive  weeks. 
The  State  Board  of  Education  may  allow  credit  for  additional 
subjects. 

Graduates  of  the  University  of  New  Mexico  having  120  hours 
to  their  credit,  including  30  hours  in  Psychology  and  Education, 
shall  after  27  months  of  experience  receive  a  five-year  professional 
certificate,  provided  they  have  had  all  subjects  required  by  law. 

Satisfactory  standings  in  not  to  exceed  four  subjects  from 
the  State  Normal  Summer  Sochols  may  be  accepted  for  any  grade 
of  elementary  certificate,  provided  such  standings  are  secured  as 
a  result  of  pursuing  a  course  for  at  least  eight  weeks  in  each 
subject. 

Elementary  first  grade  certificates  when  granted  on  credits 
from  educational  institutions  shall  be  granted  for  one  year  only, 
except  when  application  is  accompanied  by  satisfactory  evidence 
of  one  year  of  successful  teaching.  When  application  is  accom¬ 
panied  by  such  evidence,  such  first  grade  certificates  for  three 
j^ears,  renewable,  may  be  granted  on  credits  by  the  State  Board  of 
Education.  One  year  elementary  first  grade  certificates  granted 
on  cedits  may  be  extended  two  years  and  renewed  in  the  same 
manner  as  such  first  grade  certificates  granted  on  examination. 

Credits  will  be  allowed  for  correspondence  work  done  with 
educational  institutions  in  the  state,  but  for  elementary  certifi¬ 
cates  such  credits  are  limited  to  three  units  or  their  equivalent. 


202 


COURSE  OF  STUDY 


Grades  secured  from  the  Normal  Summer  Schools  can  be 
used  only  once  on  the  same  grade  of  certificate  of  third  or  second 
grade  elementary  rank. 

Business  College  Certificate  may  be  granted  on  same  subjects 
and  percentages  as  elementary  first  grade  certificate,  and  in  ad¬ 
dition  all  branches  found  in  any  one  of  the  full  courses  of  a 
standard  business  college.  The  fee  for  such  a  certificate  is  $1.00. 

Elementary  first  grade  certificates  for  one  year  may  be  is¬ 
sued  upon  credits  when  the  applicant  shows  the  completion  of  a 
good  four-year  high  school  course  or  its  equivalent  covering  at 
least  15  units,  one  unit  being  a  subject  pursued  36  weeks,  five 
40-minute  recitations  per  week  or  32  weeks,  five  45-minute  reci¬ 
tations  per  week,  including  Physiology,  U.  S.  History  and  Civics,- 
New  Mexico  History  and  Civics,  and  Industrial  Subject  (Agri¬ 
culture,  Domestic  Science,  Manual  Training),  Pedagogy  and  Psy¬ 
chology.  When  applicants  offer  satisfactory  credits  in  first  grade 
certificate  subjects  after  pursuing  these  subjects  for  at  least  eigh¬ 
teen  weeks  in  advance  of  the  eighth  grade,  the  department  may 
accept  their  grades  made  in  these  subjects  in  educational  insti¬ 
tutions,  to  be  combined  with  grades  made  in  other  objects  re¬ 
quired  for  first  grade  certificates  in  the  regular  examination.  It 
is  permitted  to  substitute  Physical  Geography  for  Geography,  Elo¬ 
cution  for  Heading  and  Commercial  Arithmetic  for  Arithmetic. 

One  or  two  points  may  be  added  to  the  general  average  in 
an  examination  for  elementary  certificates  for  satisfactory  ex¬ 
aminations  in  one  or  two  industrial  subjects,  but  no  such  credit 
shall  be  given  for  the  industrial  subject  offered  as  the  required 
branch. 


READING  CIRCLE  WORK. 

The  following  are  the  books  required  in  the  New  Mexico 
Teachers’  Reading  Circle  course  for  the  school  year  1915-16 : 

I.  For  teachers  with  first  grade  elementary  or  professional 
certificates : 

{a)  “Sociology  and  Modern  Social  Problems,”  price 
$1.00.  American  Book  Company,  Chicago. 

( b )  “The  Rural  School — Its  Methods  and  Manage¬ 
ment,”  price  $1.00.  Silver  Burdette  &  Co.,  Chi¬ 


cago. 


COURSE  OP  STUDY 


203 


II.  For  teachers  with  second  and  third  grade  elementary  cer¬ 
tificates  : 

(a)  “Everyday  Pedagogy/7  price  $1.00.  Ginn  and 
Company,  Chicago. 

(5)  “Rural  Life  and  the  Rural  School/7  price  80  cts. 
American  Book  Company,  Chicago. 

Any  or  all  of  these  books  may  be  secured  from  Chas.  Ilfeld 
Company,  Albuquerque,  N.  M.,  at  price  stated  above.  This  com¬ 
pany  will  have  these  books  on  hand  at  all  times  and  teachers 
should  secure  such  as  they  need  at  once,  so  that  it  will  be  pos¬ 
sible  to  be  thoroughly  prepared  before  another  institute  and  ex¬ 
amination  season. 

It  should  be  borne  in  mind  that  teachers  holding  first  grade 
certificates  are  required  to  read  the  books  prescribed  for  such 
teachers  for  three  years  covered  by  their  certificates  before  they 
can  secure  renewals.  Teachers  holding  third  grade  certificates 
must  read  the  books  prescribed  for  second  grade  and  third  grade 
certificate  teachers  or  they  cannot  secure  another  third  grade  cer¬ 
tificate.  For  all  teachers,  one  point  will  be  added  to  the  general 
average  for  each  book  read,  not  exceeding  two  points,  in  any  ex¬ 
amination. 

Reading  Circle  work  may  be  secured  only  by  taking  examin¬ 
ations  on  books  of  the  course  and  having  papers  graded  under  the 
same  conditions  as  examinations  are  held  and  papers  graded  for 
teachers7  certificates,  50  per  cent  being  required  for  third  grade 
teachers,  GO  per  cent  for  second  grade,  and  75  per  cent  for  higher 
grade  certificates.  Teachers  giving  evidence  of  professional  study 
in  any  year  satisfactory  to  the  State  Superintendent,  may  be  ex¬ 
cused  from  the  Reading  Circle  requirements  for  that  year. 

Write  for  complete  statement  concerning  Reading  Circle  work 
to  Rupert  F.  Asplund,  Secretary,  Santa  Fe,  1ST.  M. 


RULES  FOR  CONDUCTING  COUNTY 
EXAMINATIONS 


1.  Examinations  shall  be  held  on  Friday  and  Saturday,  at 
the  close  of  the  institute,  June  16  and  17,  June  30  and  July  1, 
July  14  and  15,  and  July  28  and  29,  and  on  some  date  in  the 
fall  to  be  fixed  by  the  State  Board  of  Education.  Each  applicant 
before  beginning  to  write  on  the  subjects,  in -which  examinations 
are  held  upon  dates  fixed  by  the  State  Board  of  Education,  shall 
pay  One  Dollar  to  the  County  Superintendent  or  to  the  Super¬ 
visor  of  the  Examination,  regardless  of  the  number  of  subjects 
taken.  Applicant  should  secure  receipt  for  the  fee  paid. 

2.  Promptly  at  the  time  set  in  the  program  for  the  begin¬ 
ning  of  the  examination  in  each  subject,  the  County  Superin¬ 
tendent  shall  announce  the  subject  of  examinations  and  the  time 
to  be  devoted  to  it.  Thereupon  he  shall  open  the  proper  sealed 
package  of  questions  and  distribute  one  list  to  each  person  to  be 
examined. 

3.  Promptly  at  the  close  of  the  time  allowed  to  the  examin¬ 
ation  in  any  subject,  the- County  Superintendent  shall  collect  all 
papers  and  immediately  seal  them  preparatory  to  mailing  as  di¬ 
rected  by  the  Superintendent  of  Public  Instruction.  If  no  in¬ 
structions  are  sent,  the  County  Superintendent  will  send  them 
to  the  State  Department  of  Education,  Santa  Fe. 

4.  During  the  examination  the  candidates  shall  be  seated 
as  far  apart  as  possible  and  they  shall  not  be  allowed  to  communi¬ 
cate  with  each  other;  furthermore,  there  shall  be  no  comment  or 
explanation  by  any  one  as  to  the  meaning  of  the  questions. 

5.  After  having  begun  to  write  on  a  list  of  questions  the 
examinee  must  finish  the  list  before  intermission  or  before  tak¬ 
ing  up  another  list. 

6.  At  the  head  of  each  list  the  maximum  of  time  to  be  al¬ 
lowed  to  each  subject  appears,  and  in  no  case  shall  additional 
time  be  allowed. 

7.  The  County  Superintendent  shall  furnish  each  examinee 
at  the  opening  of  the  examination  with  a  copy  of  these  rules  which 
must  be  followed  implicitly. 


COURSE  OF  STUDY 


205 


examination  program.  ( Suggestive ) 


Friday — 


7:30—  9:00 

Arithmetic  . 

. All 

Grades 

9:00—10:15 

Geography . 

. All 

Grades 

10:15— 11 :30 

Physiology  . 

. All 

Grades 

11:30—12:15 

Orthography  . 

. All 

Grades 

12:15—  1:30 

Noon. 

1 :30 —  2  :00 

Penmanship  . . . 

. All 

Grades 

2  :00 —  3  :30 

Grammar  . 

. All 

Grades 

3  :30 —  4 :30 

Reading  . - . 

. All 

Grades 

Saturday — 

7:30—  8:45 

IT.  S’  History . 

. First 

and 

Second 

Grades 

8  :45— 10  :15 

School  Management 

and 

Pedagogy  - ....... 

. First 

and 

Second 

Grades 

11:30—12:15 

History  and  Civics 
New  Mexico 

of 

12:15—  1:00 

Noon 

1 :00 —  2  :30 

Industrial  Branch  . 

. First 

and 

Second 

Grades 

1  :30 —  4:00 

Psychology  . 

. First 

Grade 

4:00—  5:30 

Optional  Subject  . 

. First 

Grade 

Reading  Circle  examinations  may  be  held  on  Thursday  after¬ 
noon  or  at  some  other  suitable  time. 


RULINGS  CONCERNING  EXAMINATION  PRIVILEGES. 

1.  The  holder  of  an  unexpired  second  grade  certificate  may 
build  for  a  county  first  grade  certificate  by  taking  examinations 
in  subjects  recorded  on  the  county  second  grade  certificates  in 
which  the  standings  are  lower  than  ninety  per  cent.  (School  Man¬ 
agement  not  considered.)  These  examinations  need  not  all  be 
taken  at  one  time.  The  examinee  is  privileged  to  write  a  por¬ 
tion  of  the  required  subjects  at  any  one  of  several  examinations 
held,  during  the  life  of  the  second  grade  certificate. 

(In  the  last  examination  when  requirements  are  to  be  com¬ 
pleted  for  first  grade  certificate,  applicant  should  take  examina¬ 
tion  in  all  subjects  required  for  second  grade  certificate;  otherwise 
if  he  should  fail  to  make  the  necessary  average  and  minimum  for 
first  grade  certificate,  he  may  be  left  without  any  certificate.) 

2.  A  teacher  attending  the  county  institute  and  taking  the 
examination  and  failing,  may  take  the  examination  in  October 
and  have  the  best  grades  combined.  A  teacher  wishing  to  attend 
any  other  examination  and  having  grades  combined  must  attend 


206 


COURSE  OF  STUDY 


the  full  ten  days’  institute  in  each  county  where  examination  is 
taken;  provided  that  any  person  may  attend  any  or  all  examina¬ 
tions  during  one  institute  period  including  the  October  examina¬ 
tion  and  may  have  all  grades  made,  equalling  the  average  or  over 
of  the  certificate  for  which  he  applied. 

No  grades  may  be  carried  from  one  institute  season  to  an¬ 
other  or  from  the  midwinter  examinations,  except  90’s  in  build¬ 
ing  for  a  first  grade  certificate. 

3.  Applicants  who  write  for  second  grade  certificates  but 
fail  to  secure  same  because  of  low  standings  in  certain  subjects, 
may  be  allowed  the  privilege  of  rewriting  in  those  subjects  in 
which  the  standings  are  lower  than  seventy-five  per  cent;  and  pro¬ 
vided,  further,  that  the  rewriting  take  place  during  the  institute 
season,  June  to  September.  No  grades  may  be  carried  forward 
from  the  winter  examination. 

4.  Applicants  for  third  grade  certificates  failing  to  secure 
such  certificates  because  of  low  standings  shall  be  required  to  re¬ 
write  on  all  subjects  required  for  such  license. 

6.  Not  to  exceed  two  points  may  be  added  to  the  general 
average  for  any  grade  of  certificate  for  Reading  Circle  work  and 
the  same  credit  may  be  given  for  satisfactory  examinations  in  in¬ 
dustrial  branches,  but  when  a  grade  in  one  industrial  subject  is 
offered  for  an  optional  subject  for  a  first  grade  certificate,  no 
credit  shall  be  given  for  that  subject  on  the  general  average. 

7.  The  optional  subjects  are:  (1)  Algebra,  Botany,  Zo¬ 
ology,  Bookkeeping,  Physics;  (2)  Manual  Training,  Domestic  Sci¬ 
ence  and  Agriculture.  One  subject  is  required  in  each  group  for 
first  grade  certificate.  One  subject  in  Group  2  is  required  for 
second  grade  certificate. 

INSTRUCTIONS  TO  EXAMINEE. 

1.  Applicants  writing  for  certificates  should  write  name  and 
postoffice  address  as  well  as  name  of  subject  and  grade  of  certifi¬ 
cate  sought  on  the  first  page  of  each  paper. 

2.  Writer’s  name  and  name  of  subject  should  appear  on 
each  separate  sheet  used  to  avoid  possibility  of  loss. 

3.  Pages  should  be  numbered  consecutively.  Questions  may 
be  answered  in  any  order,  but  each  answer  should  be  numbered 
as  the  corresponding  question. 

4.  If  double  sheets  of  paper  are  used  it  will  be  more  con¬ 
venient  for  the  reader  if  such  sheets  are  cut  in  two. 


COURSE  OF  STUDY 


207 


5.  Write  on  only  one  side  of  the  sheet.  Use  pencil  or  pen 
and  ink. 

6.  Use  paper  of  uniform  size,  preferably  legal  cap,  or  fools¬ 
cap.  . 

SPECIAL  NOTICE. 

7.  (a)  On  all  your  work  in  this  examination,  do  not  at¬ 
tempt  to  answer  any  more  questions  than  may  be  required  on  each 
subject.  Extras  will  not  be  graded. 

(?;)  If  you  desire  that  your  papers  be  given  the  full  value 
which  they  may  indicate,  it  is  absolutely  necessary  that  you  sit 
far  enough  away  from  any  other  applicant  to  prevent  copying,  or 
the  securing  of  information  from  your  papers.  PROTECT  YOUR 
PAPERS  OR  STAND  THE  CONSEQUENCES.  If  you  need 
more  room  ask  the  County  Superintendent  or  Examiner  for  it. 

(c)  Turn  over  each  sheet  as  soon  as  you  finish  it. 

( d )  Permit  no  one  to  talk  to  you.  Permit  no  one  to  see 
your  papers. 

( e )  The  Examiner  should  send  from  the  room  an  appli¬ 
cant  who  engages  in  any  unfairness. 

INSTRUCTIONS  FOR  PACKING  PAPERS. 

1.  Place  papers  written  on  each  subject  together,  being  care¬ 
ful  to  keep  third  grade  papers  separate  from  first  and  second 
grade  subjects.  Pack  all  papers  flat. 

2.  I)o  not  place  any  other  papers  in  package  with  answers 
to  examination  questions. 

3.  Please  forward  all  other  papers  of  whatever  kind  to  the 
office  of  the  Superintendent  of  Public  Instruction,  Santa  Ee,  New 
Mexico. 


READING  CIRCLE  REQUIREMENTS. 

1.  No  teacher  who  holds  a  third  grade  certificate  can  se¬ 
cure  another  third  grade  certificate  without  having  read  the  books 
prescribed  for  holders  of  third  grade  certificates. 

2.  No  holder  of  a  first  grade  certificate  can  secure  a  re¬ 
newal  without  having  read  the  books  prescribed  for  first  and  sec¬ 
ond  grade  teachers  for  the  ihree  years  previous  to  renewal. 


208 


COURSE  OF  STUDY 


3.  One  per  cent  for  each  book  read  will  be  added  to  the 
general  average  secured  by  any  teacher  in  her  next  examination 
for  teacher’s  certificate,  not  to  exceed  two  per  cent. 

Those  teachers  who  are  required  to  do  the  Reading  Circle 
work  and  those  desiring  credit  for  such  work  must  take  examina¬ 
tion  on  Reading  Circle  books  under  same  conditions  as  in  regu¬ 
lar  examination  for  teacher’s  certificates.  No  fee  is  required  for 
examinations  on  Reading  Circle  books. 


ADOPTED  TEXT  BOOKS 


The  following  list  indicates  the  text  books  that  have  been 
adopted  for  use  in  the  first  eight  grades  of  the  public  schools  for 
New  Mexico  during  the  six-year  period  beginning  June  15,  1915. 

LANGUAGE  AND  GRAMMAR— 

Retail  Exchange 
Price  Price 

**Arnold’s  With  Pencil  and  Pen  (G) . 27 

Beed’s  Introductory  Language  Work  (OEM)...  .40  .20 

Scott- Southworth’s  Lessons  in  English, 

Book  I  (BHS) . . . . . 34  .17 

Book  II  (BHS) . 1 . . 48  .24 

PHYSIOLOGY— 

Davison’s  Health  Lessons — 

Book  I  (ABC) . 35  .19 

Book  II  (ABC) . . . 60  .33 

DOMESTIC  SCIENCE— 

Morris’  Household  Science  and  Arts  (ABC) . 65 

PENMANSHIP— 

Zaner  Method  Writing  Practice  Books, 

Nos.  1  to  8  (ZB) _ _ _ _ 06 

Zaner  Method  Writing  Compendiums, 

Nos.  1  to  8  (ZB) . . 05 

Zaner  Method  Writing  Manuals, 

free  to  teachers  (ZB) . . . 

DRAWING— 

Graphic  Drawing  Books — 

Nos.  1  to  4  (P) . . . 13 

Nos.  5  to  8  (P).. . — . 18 

GEOGRAPHY— 

Tarr-McMurry’s  New  Geography — 

First  Book  (M) . 65  .39 

Second  Book  (M). . 1.10  .66 

ARITHMETIC— 

*Van  Amburgh’s  First  Days  in  Numbers  (SB)  .25 
W  entworth-  Smith’s — 

New  Elementary  Arithmetic  (G) . x _ ...  .35  .21 

Complete  Arithmetic  (G) _ . . . 60  .36 


210 


COURSE  OF  STUDY 


Retail  Exchange 
Price  Price 

READING— 

The  Riverside  Primer  (HM) . . . 30  .15 

*Free  and  Treadwell’s  Reading-Literature, 

Primer  (RP) . - . 30 

*The  Blodgett  Primer  (G) . .25 

*White  and  Fillmore’s  The  Story  Reader 

Primer  (WBC) . . ,, . . . .  .30 

*The  Wooster  Primer  (W) . 25 

Brooks’s  Readers — 

First  Year  (ABC) . ’ . 25 

Second  Year  (ABC) . .35 

Third  Year  (ABC) . .40 

Fourth  Year  (ABC) . 40 

Fifth  Year  (ABC) . 40 

*Evans  and  Duncan’s  Farm  Life  Readers — 

Book  Four  (SB) . .40 

Book  Five  (SB) . 45 

Searson  and  Martin’s  Studies  in  Reading — - 

Sixth  Grade  (TJ) . 45  .22 

Seventh  Grade  (U) . 50  .25 

Eighth  Grade  (U) . 50  .25 

*Free  and  Treadwell’s  Reading-Literature — 

First  Reader  (RP) . 35  -  .22 

Second  Reader  (RP) . 40  .24 

Third  Reader  (RP) . 45  .27 

Fourth  Reader  (RP) . 50  .30 

Fifth  Reader  (RP) . 55  .33 

Sixth  Reader  (RP) . ; . 60  .36 

Seventh  Reader  (RP) . 60  .36 

Eighth  Reader  (RP) . 60  .36 

*Searson  and  Martin’s  Studies  in  Reading, 

Fifth  Grade  (TJ) . . . 45 

ORTHOGRAPHY— 

Reed’s  Primary  Speller  (CEM) . 19 

Reed’s  Word  Lessons  (CEM) . 22 

UNITED  STATES  HISTORY— 

Mace’s  Primary  History  (RM) . 60  .39 

School  History  (RM) . 90  .60 


COURSE  OF  STUDY 


211 


Retail  Exchange 
Price  Price 

CIVIL  GOVERNMENT— 

Reinsch’s  Civil  Government  (BHS) . . . „  .70  .35 

Robert’s  History  and  Civics  of  New  Mexico 

(Cl)  . . 1.00 

AGRICULTURE— 

Burkett,  Stevens  and  Hill’s  Agriculture  for 

Beginners  (G) . 75 

SPANISH— 

**Cyr’s  Libro  Primero  de  Lectura  (G) . 40 

**Mantilla’s  Libro  Segundo  (ABC) . 50 

manual  Training- 

Fox’s  Practical  Woodwork  (F) . 60 

DICTIONARIES— WEBSTER’S— 

Shorter  School  Dictionary  (ABC) .  .60  .36 

Elementary  School  Dictionary  (ABC) . . .  .90  .54 

Secondary  School  Dictionary  (ABC) .  1.50  .90 

Collegiate  Dictionary,  Sheep  (ABC) .  4.00 

Collegiate  Dictionary,  Cloth  (ABC) . 3.00 

New  International  Dictionary,  indexed 

(ABC)  . 12.00 

To  Schools,  f.  o.  b.  Albuquerque . 10.80 


In  addition  to  the  foregoing,  school  districts  desiring  to  do 
so  may  use  The  Phonetic  Method  of  Teaching  Reading,  published 
by  Ginn  and  Company,  and  O’Shea  and  Eichman’s  Composition 
by  Grades,  Books  3-8,  published  by  Chas.  E.  Merrill  Company. 
Attention  is  also  called  to  the  fact  that  the  State  Board  has  re¬ 
commended  the  Zaner  Spelling  Tablets  and  Writing  Materials. 

Books  adopted  for  supplementary  use  are  designated  by  an  asterisk 

(*) 

Books  from  unexpired  adoptions  by  double  asterisk  (**) 

Names  of  Publishers  are  designated  by  initials,  as  follows : 


212 


COURSE  OF  STUDY 


PUBLISHERS 

(ABC)  American  Book  Company,  Chicago,  Ill. 

(BITS)  .Benjamin  H.  Sanborn,  Chicago,  Ill. 

(CEM)  Charles  E.  Merrill  Company,  New  York. 

(G)  :  Ginn  and  Company,  Chicago,  Ill. 

(HM)  Houghton  Mifflin  Company,  Boston,  Mass. 

(Cl)  Charles  Ilf  eld  Company,  Albuquerque,  N.  M. 

(M)  The  Macmillan  Company,  Dallas,  Texas. 

(P)  The  Prang  Company,  Chicago,  Ill. 

(RM)  Rand-McNally  Company,  Chicago,  Ill. 

(RP)  Row,  Peterson  and  Company,  Chicago,  Ill. 

(SB)  Silver,  Burdett  and  Company,  ‘New  York. 

(U)  'University  Publishing  Company,  Lincoln,  Neb. 

(W)  Wooster  and  Company,  Chicago,  Ill. 

(ZB)  Zaner  and  Bloser,  Columbus,  Ohio. 

(WBC)  World  Book  Company,  Yonkers,  N.  Y. 

(F)  W.  Mtelvin  Fox,  Belen,  N.  M. 

Address  all  inquiries  concerning  text  book  matters  to  the 
State  Superintendent  of  Public  Instruction,  Santa  Fe,  N.  M. 

ALVAN  N.  WHITE, 

State  Superintendent  of  Public  Instruction. 

or  to 

CHARLES  ILFELD  COMPANY, 

Albuquerque ,  N.  M. 

New  Mexico  Depository  for  the  Publishers  of  Adopted  Books. 

EXCHANGES 

Grade  Exchange  shall  be  construed  to  mean  that  price  which  must 
be  paid  for  a  book  in  addition  to  the  return  of  an  old  book  of 
the  same  grade  and  subject,  which  price  is  the  contract  ex¬ 
change  price  set  forth  in  this  contract. 

Demotional  Exchange  shall  be  construed  to  mean  that  price 
which  must  be  paid  for  a  book  in  addition  to  the  return  of 
an  old  book  of  a  higher  grade  on  the  same  subject,  which 
price  is  the  contract  exchange  price  of  the  new  book  of  lower 
grade  exchanged. 


COURSE  OF  STUDY 


213 


Promotional  Exchange  shall  be  construed  to  mean  that  price 
which  must  be  paid  for  a  book  in  addition  to  the  return  of  an 
old  book  of  a  lower  grade  on  the  same  subject*  in  .which,  event 
the  allowance  for  the  old  book  shall  be  the  same  as  if  ex¬ 
changed  for  a  book  of  even  grade  with  the  old  book. 

The  Middle  West  Edition  of  Agriculture  for  Bpg  inner s  has  been 
adopted.  This  edition  is  the  same  as  the  edition  in  use  ex¬ 
cept  that  it  contains  58  more  pages.  Teachers  may  secure, 
without  cost,  on  application  to  Charles  Ilfeld  Company,  Al¬ 
buquerque,  N.  M.,  a  supplement  covering  the  above  58  pages, 
for  each  copy  of  the  edition  now  in  use  in  their  school. 

EXCHANGE  PERIOD  EXPIRES  JUNE  15,  1916 

The  publishers  of  text  boohs  are  under  bond  to  deliver  to  the 

purchaser  any  text  in  the  foregoing  list  at  the  contract  retail  price 

given  opposite  text.  These  retail  prices  are  to  be  stamped  in  the 

boohs. 

AGENCIES 

Bernalillo  County — Albuquerque. 

Chaves  County — Roswell,  Hagerman,  Lake  Arthur,  Dexter, 
Kenna. 

Colfax  County — Raton,  Dawson,  Cimarron,  Springer,  French, 
Maxwell. 

Curry  County — Clovis,  Melrose,  Texico. 

Dona  Ana  County — Las  Cruces,  Anthony. 

Eddy  County — Artesia,  Dayton,  Lakewood,  Carlsbad,  Hope. 

Grant  County — Silver  City,  Santa  Rita,  Lordsburg,  Hurley. 

Guadalupe  County — Santa  Rosa,  Vaughn,  Ft.  Sumner. 

Lincoln  County — Carrizozo,  Capitan. 

Luna  County — Deming,  Columbus. 

Mora  County — Wagon  Mound,  Watrous,  Roy,  Mora. 

McKinley  County — Gallup. 

Otero  County — Alamogordo,  Tularosa,  Cloudcroft. 

Quay  County — Tucumcari,  Nara  Visa. 

Rio  Arriba  County — Espanola,  Tierra  Amarilla,  El  Rito,  Chama. 

Roosevelt  County — Portales,  Elida,  Taiban. 

Sandoval  County — Bernalillo. 

San  Juan  County — Aztec,  Farmington. 

San  Miguel  County — East  Las  Vegas,  Las  Vegas. 

Santa  Fe  County — Santa  Fe. 


214 


COURSE  OF  STUDY 


Sierra  County — Hillsboro,  Elephant  Butte. 

Socorro  County — Socorro,  Magdalena,  San  Marcial,  Mogollon. 
Taos  County — Taos,  Questa. 

Torrance  County — Duran,  Estancia,  Willard,  Mountainair. 
Union  County — Clayton,  Folsom,  Des  Moines. 

Valencia  County — Belen,  Los  Lunas. 


CIVICS  OF  THE  UNITED  STATES  AND 
NEW  MEXICO 


FIRST  GRADE. 

Prepared  by  Pres.  Frank  IP.  H.  Roberts ,  East  Las  Vegas. 

These  lessons  are  taken  from  the  Civics  of  New  Mexico,  which 
will  be  published  early  this  summer.  Those  who  wish  aid  or  sugges¬ 
tions  of  material  to  read  in  connection  with  this  work  may  write 
to  the  maker  of  this  outline.  Hinsdale’s  American  Government 
is  recommended  for  the  national  civics. 

The  first  four  lessons  have  been  put  into  parallel  form,  that 
teachers  may  see  how  nearly  alike  are  the  civics  of  the  nation 
and  state. 


LESSON  I. 


1.  Define  government,  civil  government,  and  republic.  (Is 
Albuquerque  a  republic?)  monarchy,  democracy.  See  dictionary 
for  definitions. 

2.  What  are  the  powers  of  the  city,  state,  or  national  gov¬ 
ernment  ? 

3.  That  the  teachers  may  understand  the  three  powers  of 
government,  the  following  table  is  taken  from  Roberts’  Civil  Gov¬ 


ernment  of  Wyoming, 

LEGISLATIVE. 

The  following  are 
legislative  acts: 

Levying  taxes. 

Appropriating 

money. 

Declaring  war. 

Deter  mining  the 
duties  of  the  officers 
of  the  government. 

Fixing  salaries. 

Ordering  buildings 
to  he  built,  soldiers 
to  he  enlisted,  har¬ 
bors  to  be  dredged 
and  ships  to  he  con¬ 
structed. 


copyright,  1905. 

EXECUTIVE. 

These  are  execu¬ 
tive  acts: 

Collecting  taxes. 

Taking  care  of  the 
money  and  paying  it 
out  on  order  of  the 
legislature. 

Enlisting  soldiers 
and  sailors. 

Equipping  and  di¬ 
recting  the  army  and 
navy  or  militia. 

Making  internal  im¬ 
provements  that  have 
been  ordered  by  the 
legislative  body. 


JUDICIAL. 

The  judiciary  an¬ 
swers  the  questions: 

What  does  the  law 
mean? 

Does  It  conform  to 
the  constitution? 

Has  the  law  been 
properly  executed  by 
the  executive  offi¬ 
cers? 

Attainder.  (The 
act  of  finding  guilty 
and  taking  away  cer¬ 
tain  civil  rights)  is 
a  judicial  act. 

The  power  exer- 


216 


COURSE  OF  STUDY 


The  grant  ing  of 
public  franchises, 
and  the  exercising  of 
the  right  of  eminent 
domain. 

Suspend  ing  the 
writ  of  Habeas  Cor¬ 
pus. 


Pardoning. 

Impeaching. 

Indicting. 

Appointing. 

a.  Nominating. 

b.  Confirming. 

c.  Commissioning. 


cised  by  the  Senate 
in  all  cases  of  im¬ 
peachment  is  judi¬ 
cial.  The  Senate  ex¬ 
ercises  the  same 
functions  as  judge 
and  jury  exercise  in 
cases  of  indictment. 


4.  What  is  the  Initiative  ?  Keferendum  ?  Are  either  allowed 
the  voters  of  New  Mexico?  Are  they  modern  inventions? 

5.  What  is  the  difference  between  a  federal  and  a  national 
government?  Why  is  our  government  sometimes  called  federal 
and  sometimes  national? 

6.  What  is  the  meaning  and  purpose  of  the  preamble  of  a 
constitution?  Commit  the  preambles  to  the  constitution  of  the 
United  States  and  New  Mexico. 

7.  What  is  a  declaration  of  rights? 

8.  The  writ  of  habeas  corpus  should  be  specially  studied  as 
it  is  the  very  foundation  of  our  liberties. 

(It  is  not  “a  writ  whereby  one  receives  a  speedy  trial  by 
jury,”  as  is  so  often  taught,  but  rather  a  writ  whereby  one  hopes 
to  avoid  trial.) 

LESSON  II. 


1.  The  legislative  branch  exercises  legislative,  executive,  and 
judicial  powers,  but  its  chief  power  is  legislative. 


THE  CONGRESS  OF  THE 
UNITED  STATES. 

Legislative  Power.  The  law¬ 
making  power  of  the  nation  is 
vested  in  the  Congress  and  the 
President. 

Executive  Power.  The  Sen¬ 
ate  is  given  the  power  to  ap¬ 
prove  or  reject  the  nomina¬ 
tions  of  the  President. 

The  House  has  the  sole  pow¬ 
er  of  impeachment.  To  impeach 
is  to  formally  accuse  one  in 
high  office. 

Judicial  Power.  The  Senate, 
sitting  as  a  court,  tries  all  cases 
of  impeachment,  and  if  two- 
thirds  of  the  members  vote  to 
sustain  the  impeachfent,  the 


THE  LEGISLATURE  OF  NEW 
MEXICO. 

Legislative  Power.  The  leg¬ 
islative  power  of  the  state  is 
vested  in  the  Legislature  and 
the  Governor. 

Executive  Power.  The  Senate 
has  the  power  to  approve  or  re¬ 
ject  all  appointments  of  the 
Governor,  except  to  fill  vacancy 
in  elective  office. 

The  house  has  the  sole  power 
of  impeachment.  Impeachment 
by  the  House  corresponds  to  in¬ 
dictment  in  the  Courts. 

Judicial  Power.  The  Senate 
has  jurisdiction  of  all  cases  of 
impeachment.  At  the  trial  of 
the  person  impeached  the  sen¬ 
ators  are  under  oath  to  do  jus- 


COURSE  OF  STUDY 


217 


person  upon  trial  is  removed 
from  office  and  may  be  disquali¬ 
fied  from  holding  any  positions 
of  honor  or  trust  in  the  United 
States. 

The  senators  take  oath  as 
judges,  and  two-thirds  of  those 
present  must  concur  in  a  ver¬ 
dict  or  there  is  no  conviction. 

When  the  President  is  on  trial 
the  Chief  Justice  presides. 

Apportionment.  Each  state 
has  two  senators  and  ore  repre¬ 
sentative  for  each  212,407  per¬ 
sons.  Each  state  whose  popu¬ 
lation  is  less  than  the  number 
required  for  a  representative  is 
entitled  to  one  member  of  the 
house. 

There  are  ninety-six  senators 
and  435  representatives. 


tice,  and  two-thirds  of  the  mem¬ 
bers  must  concur  in  a  verdict 
or  the  accused  stands  acquitted. 

The  senators  take  oath  as 
judges  and  there  shall  be  no 
conviction  unless  two-thirds  of 
the  members  elected  to  the 
Senate  concur  in  the  verdict. 

When  the  Governor  or  Lieu¬ 
tenant  Governor  is  on  trial  the 
Chief  Justice  of  the  state  pre¬ 
sides. 

Apportionment.  The  Consti¬ 
tutional  Convention  established 
24  senatorial  districts,  to  be 
represented  by  24  senators,  and 
30  representative  districts,  to 
be  represented  by  49  represen¬ 
tatives. 

No  change  can  be  made  in 
this  representation  until  the 
first  session  of  the  legislature 
after  the  announcement  of  the 
census  of  1920,  unless  the  Con¬ 
stitution  is  amended. 


LESSON  III. 


1.  The  executive  branch  exercises  executive,  legislative  and 
judicial  powers,  but  its  chief  power  is  executive. 


The  chief  executive  power  is 
vested  in  the  President. 

Qualification.  A  person  must 
be  35  years  of  age,  a  natural 
born  citizen,  and  must  have  re¬ 
sided  in  the  United  States  four¬ 
teen  years,  to  be  eligible  to  the 
office  of  President. 

Term  of  Office.  The  Presi¬ 
dent  is  inaugurated  on  the  4th 
of  March  next  succeeding  his 
election,  and  serves  four  years, 
but  Ms  term  ends  on  March  4th 
whether  his  successor  has  been 
chosen  or  not.  , 

Salary,  $75,000  a  year. 

Executive  Powers  and  Duties. 
He  is  commander-in-chief  of  the 
armv  and  navy  and  of  the  state 
militia  when  it  is  in  the  service 
of  the  United  States.  He  nom¬ 
inates  his  cabinet,  the  diplo¬ 
matic  corps,  the  judges  of  the 


The  chief  executive  power  is 
vested  in  the  Governor. 

Qualification.  To  be  eligible 
to  the  office  of  Governor,  one 
must  be  a  citizen  of  the  United 
States,  30  years  of  age,  an  elec¬ 
tor  of  the  state  and  must  have 
been  a  resident  of  the  state  for 
the  five  years  next  preceding 
his  election. 

Term  of  Office.  The  Gover¬ 
nor  holds  office  four  years  from 
the  first  day  of  January  next 
succeeding  his  election  and  un¬ 
til  his  successor  is  duly  elected 
and  qualified. 

Salary,  $5,000  a  year. 

Executive  Duties  and  Powers. 
He  is  commander-in-chief  of  the 
militia  when  it  is  not  in  the 
service  of  the  national  govern¬ 
ment.  He  nominates  and  ap¬ 
points  by  and  with  the  consent 
of  the  senate,  the  administra- 


218 


COURSE  OF  STUDY 


federal  courts,  and  many  other 
executive  officers.  He  has  pow¬ 
er  to  grant  reprieves  and  par¬ 
dons  for  any  offence  against 
the  United,  States,  before  or 
after  conviction,  except  in  cases 
of  impeachment. 

Legislative  Powers  and  Du¬ 
ties.  When  a  bill  has  passed 
both  houses  of  Congress  it  is 
sent  to  the  President  for  his 
consideration.  If  he  approve  of 
the  measure  he  signs  the  bill, 
which  then  becomes  a  law.  But 
if  he  does  not  favor  the  bill  he 
vetoes  it;  that  is,  he  returns  it 
without  his  signature  to  the 
house  which  originated  it,  to¬ 
gether  with  his  objections.  Or 
if  he  retain  the  bill  more  than 
ten  days  it  becomes  a  law  with¬ 
out  his  signature.  But  if  Con¬ 
gress  should  adjourn  before  the 
ten  days  have  expired  and  the 
President  'has  not  signed  the 
bill  it  fails  to  become  a  law. 
This  is  called  a  “pocket  veto.” 

Judicial  Duty  and  Power. 
When  a  court-martial  has  tried 
an  offender  against  the  military 
or  naval  law,  it  is  the  Presi¬ 
dent’s  duty  to  review  and  ap¬ 
prove  or  disapprove  the  find¬ 
ings  of  the  court.  This  is  pure¬ 
ly  a  judicial  act.  After  approval 
he  may  use  executive  clemency 
and  pardon  the  offender,  or  com¬ 
mute  the  sentence. 


tive  boards  of  the  state  institu¬ 
tions  and  fills  vacancies  in  cer¬ 
tain  offices.  He  has  power  to 
grant  reprieves  and  pardons 
after  conviction  for  all  offenses 
except  treason  and  except  in 
cases  of  impeachment. 

Legislative  Powers  and  Du¬ 
ties.  Every  bill  that  has  pass¬ 
ed  both  houses  of  the  Legisla¬ 
ture  must  be  presented  to  the 
Governor,  who  may  sign  it  or 
may  return  it  unsigned  with  his 
objections  to  the  same,  to  the 
house  in  which  it  originated. 
If,  while  the  Legislature  is  in 
session,  the  Governor  retain  a 
bill  more  than  three  days,  Sun¬ 
days  excepted,  it  becomes  a 
law  whether  signed  by  him  or 
not.  If  the  Legislature  adjourn 
before  the  three  days  have  ex¬ 
pired,  the  Governor  must  sign 
the  bill  within  six  days  or  it 
cannot  become  a  law. 


Judicial  Duty  and  Power. 

When  a  member  of  the  militia 
violates  the  military  laws  of  the 
state,  he  is  tried  by  a  court- 
martial  and  the  Governor  must 
approve  or  disapprove  the  find¬ 
ings  of  the  court.  As  in  the 
case  of  the  President,  he  may 
use  his  executive  power  after 
he  has  exercised  his  judicial 
power. 


'"***  '-rr  » 


LESSON  IV. 


1.  The  judicial  branch  exercises  judicial,  legislative  and  ex¬ 
ecutive  powers,  but  its  chief  power  is  judicial.  These  duties  are 
the  same  in  state  and  nation. 

Judicial  Duty.  It  is  the  duty  of  the  court  to  apply  the  law, 
to  declare  it  void  when  it  is  not  in  harmony  with  the  constitu¬ 
tion,  to  declare  what  is  the  law,  and  to  interpret  the  law. 

Executive  Duty.  The  court  is  allowed  to  appoint  some  of 
its  executive  officers,  the  clerk,  court  reporter,  etc. 

Legislative  Duty.  The  accepted  theory  is,  that  the  courts  have 
no  legislative  power.  But  the  courts  make  the  body  of  common 
law.  Define  common  law. 


COURSE  OF  STUDY 


219 


In  discussing  the  common  law,  Walker  supposes  a  case  pre¬ 
sented  to  the  court  for  which  there  is  no  law,  either  statutory  or 
common,  and  no  case  analogous  to  it  can  be  found,  the  judge 
“must  either  let  a  wrong  go  unredressed,  or  make  a  law  to  meet 
the  exigency.”  This,  he  declares,  is  an  act  of  judicial  legislation. 

Jurisdiction.  Jurisdiction  is  the  right  or  power  of  a  court 
to  hear  causes  and  execute  justice.  The  jurisdiction  of  a  court 
is  determined  by  the  constitution  or  statutes,  and  extends  to  per¬ 
sons,  places,  and  causes. 


NATION. 

Supreme  Court.  The  supreme 
court  is  composed  of  a  chief 
justice  and  eight  associate  jus¬ 
tices,  appointed  by  the  Presi 
dent,  to  serve  during  good  be¬ 
havior.  The  chief  justice  re¬ 
ceives  $15,000.  and  associate 
justices  each  $14,500. 

Circuit  Courts  of  Appeal.  The 

United  States  is  divided  into 
nine  circuits.  There  are  twenty- 
nine  circuit  judges.  A  circuit 
judge  receives  $7,000. 

This  court  has  only  appellate 
jurisdiction. 

The  supreme  court  allots  one 
of  the  supreme  court  justices  to 
each  circuit.  A  district  judge 
may  act  as  a  circuit  judge. 

District  Court..  The  United 
States  is  divided  into  seventy- 
five  districts  and  eighty  nine 
district  judges  have  been  ap¬ 
pointed. 

Salary  of  district  judge  is 

$6,000. 


STATE. 

Supreme  Court.  Three  jus¬ 
tices  elected  by  the  people  con¬ 
stitute  the  supreme  court. 

The  term  of  office  is  eight 
years  and  the  salary  $6,000.  The 
judge  whose  term  first  expires 
is  chief  justice,  provided  that 
he  has  been  elected  for  the  full 
term  of  eight  years. 


District  Court.  The  state  is 
divided  into  eight  districts  and 
one  judge  is  elected  in  each  dis¬ 
trict,  except  the  fifth,  which 
has  two  judges. 

A  district  judge  is  elected  for 
a  term  of  six  years;  salary, 
$4,500. 


LESSON  V. 

1.  How  are  counties  formed?  How  many  are  there  in  New 
Mexico  ? 

2.  What  do  you  know  about  Sumner  and  Aguilar  counties? 

3.  Does  the  county  have  a  legislative  body?  Does  it  have 
executive  and  judicial  officers?  Make  a  list  of  each  kind. 

4.  What  are  the  duties  of  the  County  Commissioners? 

5.  What  are  the  duties  and  salary  of  the  County  Superin¬ 
tendent  ? 


220 


COURSE  OF  STUDY 


6.  Who  represents  your  county  in  the  legislature?  What 
salary  does  he  receive? 

7.  What  are  the  duties  of  the  Justice  of  the  Peace? 

8.  How  is  money  obtained  for  the  support  of  schools? 

9.  By  what  authority  is  school  money  paid  out? 

LESSON  VI. 

1.  What  is  suffrage?  What  is  the  advantage  of  universal 
suffrage?  What  states  have  full  woman  suffrage? 

2.  What  are  the  qualifications  of  an  elector? 

3.  What  are  the  duties  of  a  school  board  ?  (List  them 
under  the  head  of  legislative,  executive  and  judicial.) 

4.  Write  a  contract  between  yourself  and  some  school  board. 

5.  What  is  your  authority  in  matters  of  punishment  ?  When 
does  your  authority  over  a  child  begin  and  end? 

6.  Name  and  locate  the  state  institutions  of  education.  How 
are  they  supported? 

7.  What  are  the  duties  and  powers  of  the  Superintendent 
of  Public  Instruction? 

8.  What  is  the  State  Board  of  Education?  What  are  its 
powers  and  duties?  Who  are  the  members? 

LESSON  VII. 

1.  How  and  when  is  the  president  elected? 

2.  Describe  a  National  Convention. 

3.  What  are  the  powers  of  the  president? 

4.  Name  the  members  of  the  president’s  cabinet  and  name 
the  state  officers  that  correspond  to  the  cabinet  officers. 

5.  Has  the  president  any  lawmaking  power?  What  is  a 
pocket  veto? 

6.  What  is  a  treaty?  Who  makes  treaties? 

7.  Has  the  governor  of  New  Mexico  any  law-making  power? 
Who  is  he? 

8.  How  can  the  president,  or  governor,  be  punished  for  fail¬ 
ing  to  do  his  duty? 

9.  What  is  a  bill  of  rights?  (Nearly  all  United  States  his¬ 
tories  have  the  Constitution  of  the  United  States  in  them.  Every 
teacher  should  have  a  copy  of  the  Constitution  of  New  Mexico.) 


COURSE  OF  STUDY 


221 


LESSON  VIII. 

3.  The  Declaration  of  Eights.  Eead  and  compare  as  follows: 


United  States  Constitution.  State  Constitution. 


Amendments 

Article  II 

Article  I 

with  Sections  11  and  12 

Articles  II  and  III 

with  Sections  6  and  7 

Article  IV 

with  Section  10 

Article  V 

with  Sections  14  and  15 

Article  VI 

with  Section  16 

Article  VII 

with  Section  12 

Article  VIII 

with  Section  13 

Articles  IX  and  X 

with  Sections  2,  3  and  4 

LESSON  IX. 


1.  What  is  a  community?  Is  your  school  a  community? 
What  are  some  of  the  things  a  citizen  receives  from  the  com¬ 
munity  ? 

2.  Do  the  features  of  the  land  determine  the  location  of 
buildings  and  of  cities? 

3.  What  are  some  of  the  things  outside  of  your  home  that 
your  community  does  to  satisfy  its  highest  desires? 

4.  How  was  business  carried  on  in  pioneer  days? 

5.  Why  do  people  live  in  wretched  dwellings  and  in  tene¬ 
ment  houses? 

6.  What  are  aliens?  WTiere  do  they  come  from?  What  is 
Castle  Garden? 

7.  WTiat  is  meant  by  the  National  Domain? 

8.  How  are  cities  supplied  with  water? 

9.  How  is  health  cared  for  in  the  average  ranchman’s  family? 

10.  Describe  the  irrigation  system. 

LESSON  X. 

1.  Describe  the  early  methods  of  fighting  fire  and  compare 
them  with  the  modern  methods.  Tell  what  you  can  about  fire 
insurance  companies. 

2.  Discuss  the  laws  necessary  to  prevent  accidents  and  the 
evils  of  lax  enforcement  of  these  laws. 

3.  Of  what  value  are  city  markets  to  country  people? 


222 


COURSE  OF  STUDY 


4.  What  power  has  Congress  in  ordinary  business  matters? 

5.  Discuss  the  subject,  “Waste  in  Government/’  particular¬ 
ly  in  reference  to  National  Government. 

6.  WTiat  was  Governor  Berkeley’s  idea  of  education?  What 
was  Thomas  Jefferson’s?  Why  should  the  state  pay  for  the  edu¬ 
cation  of  children? 

7.  Of  what  value  is  a  school  garden  to  a  city? 

8.  Read  again  Article  I,  Amendment  I,  of  the  United  States 
Constitution  and  Sections  11  and  17,  Article  II,  of  the  State 
Constitution;  and  discuss  the  separation  between  religion  and 
the  government. 

9.  Discuss  the  relation  between  state  and  local  government. 

10.  What  was  the  origin  of  the  township  and  of  the  county? 


UNIVERSITY  OF  ILLINOIS-URBAN  A 


3  01 


